Готові списки джерел за темами / Multimodality in interactions

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Добірка наукової літератури з теми "Multimodality in interactions"

Автор: Grafiati
Опубліковано: 16 листопада 2024

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Статті в журналах з теми "Multimodality in interactions"

1

Pasquandrea, Sergio. "Managing multiple actions through multimodality: Doctors' involvement in interpreter-mediated interactions." Language in Society 40, no. 4 (September 2011): 455–81. http://dx.doi.org/10.1017/s0047404511000479.

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AbstractMany studies (Heath 1984b, 1986; Robinson 1998; Robinson & Stivers 2001; Greatbach 2006; Frers 2009) have shown that, while interacting with their patients, doctors fulfill several tasks (speaking, reading, writing prescriptions, reporting data on the computer, etc.) through an interplay of diverse multimodal resources (speech, gesture, body posture, gaze, object manipulation, etc.). In comparison, multimodality in interpreter-mediated medical encounters has received scant attention. This contribution examines a corpus of interactions involving Italian doctors, Chinese patients, and an interpreter. Having to manage multiparty and multitask conversations with patients with whom no direct communication is possible, doctors are forced to rely heavily on multimodality. The analysis here shows how the simultaneous actions performed by the doctors are coordinated through the use of multiple modalities. The outcomes on the global organization of interpreter-mediated interaction are also discussed. (Conversation analysis, doctor-patient interaction, interpreting, multitasking, multimodality)*
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2

Crane-Deklerk, Kelsey. "Multimodality in Early Childhood Education." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 73–87. http://dx.doi.org/10.14434/ijlcle.v1i0.29481.

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The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.
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3

Yepez-Reyes, Veronica, Patricio Cevallos, Andrea Carrillo-Andrade, Jorge Cruz-Silva, Marco López-Paredes, and Alejandra González-Quincha. "Everyday Virtuality: A Multimodal Analysis of Political Participation and Newsworthiness." Societies 13, no. 5 (May 6, 2023): 119. http://dx.doi.org/10.3390/soc13050119.

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Due to the COVID-19 pandemic, digital interactions ceased to be “just another form of communication”; indeed, they became the only means of social interaction, mediated and driven by information and communication technologies (ICTs). Consequently, working in a digital context switched from being a phenomenon to be studied to the primary means of socializing and the primary workspace for researchers. This study explores four different methodologies to question how discursive interactions related to power and newsworthiness may be addressed in digital contexts. The multimodal approach was reviewed through the affordances of critical discourse analysis, issue ownership and salience, morphological discourse analysis, and protest event analysis. It starts by theoretically addressing concepts of multimodality and phenomenology by focusing on the implications of both perspectives. It examines publications and interactions in digital contexts in Ecuador from March 2017 to December 2020 within three political phenomena. The results of the analysis of these publications and interactions suggest that when analyzing political participation and newsworthiness, the virtual becomes a subjective space. Moreover, qualitative research is one of the primary ways to combine multimodality with other forms of discourse analysis. This paper concludes that perceptions, practices, and meanings assigned to social online representations can be better analyzed through multimodality, which tackles the intertwined characteristics of virtual discourses.
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4

Silvestri, Katarina, Mary McVee, Christopher Jarmark, Lynn Shanahan, and Kenneth English. "Multimodal positioning of artifacts in interaction in a collaborative elementary engineering club." Multimodal Communication 10, no. 3 (December 1, 2021): 289–309. http://dx.doi.org/10.1515/mc-2020-0017.

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Abstract This exploratory case study uses multimodal positioning analysis to determine and describe how a purposefully crafted emergent artifact comes to influence and/or manipulate social dynamics, structure, and positionings of one design team comprised of five third-graders in an afterschool elementary engineering and literacy club. In addition to social semiotic theories of multimodality (e.g., Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. New York, NY: Routledge) and multimodal interactional analysis (Norris, S. (2004). Analyzing multimodal interaction: a methodological framework. New York, NY: Routledge, Norris, S. (2019). Systematically working with multimodal data: research methods in multimodal discourse analysis. Hoboken, NJ: Wiley-Blackwell), Positioning Theory (Harré, R. and Van Langenhove, L. (1991). Varieties of positioning. J. Theor. Soc. Behav. 21: 393–407) is used to examine group interactions with the artifact, with observational data collected from audio, video, researcher field notes, analytic memos, photographs, student artifacts (e.g., drawn designs, built designs), and transcriptions of audio and video data. Analysis of interactions of the artifact as it unfolds demonstrates multiple types of role-based positioning with students (e.g., builder, helper, idea-sharer). Foregrounding analysis of the artifact, rather than the student participants, exposed students’ alignment or opposition with their groupmates during the project. This study contributes to multimodal and artifactual scholarship through a close examination of positions emergent across time through multimodal communicative actions and illustrates how perspectives on multimodality may be analytically combined with Positioning Theory.
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5

Buehlmann, Cornelia, Michael Mangan, and Paul Graham. "Multimodal interactions in insect navigation." Animal Cognition 23, no. 6 (April 22, 2020): 1129–41. http://dx.doi.org/10.1007/s10071-020-01383-2.

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AbstractAnimals travelling through the world receive input from multiple sensory modalities that could be important for the guidance of their journeys. Given the availability of a rich array of cues, from idiothetic information to input from sky compasses and visual information through to olfactory and other cues (e.g. gustatory, magnetic, anemotactic or thermal) it is no surprise to see multimodality in most aspects of navigation. In this review, we present the current knowledge of multimodal cue use during orientation and navigation in insects. Multimodal cue use is adapted to a species’ sensory ecology and shapes navigation behaviour both during the learning of environmental cues and when performing complex foraging journeys. The simultaneous use of multiple cues is beneficial because it provides redundant navigational information, and in general, multimodality increases robustness, accuracy and overall foraging success. We use examples from sensorimotor behaviours in mosquitoes and flies as well as from large scale navigation in ants, bees and insects that migrate seasonally over large distances, asking at each stage how multiple cues are combined behaviourally and what insects gain from using different modalities.
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6

Debras, Camille, Céline Horgues, and Sylwia Scheuer. "The Multimodality of Corrective Feedback in Tandem Interactions." Procedia - Social and Behavioral Sciences 212 (December 2015): 16–22. http://dx.doi.org/10.1016/j.sbspro.2015.11.292.

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7

Millet, Agnès, and Isabelle Estève. "Transcribing and annotating multimodality." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 297–320. http://dx.doi.org/10.1075/gest.10.2-3.09mil.

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Анотація:
This paper deals with the central question of transcribing deaf children’s productions. We present the annotation grid we created on Elan®, explaining in detail how and why the observation of the narrative productions of 6 to 12 year-old deaf children led us to modify the annotation schemes previously available. Deaf children resort to every resource available in both modalities: voice and gesture. Thus, these productions are fundamentally multimodal and bilingual. In order to describe these specific practices, we propose considering verbal and non-verbal, vocal and gestural, materials as parts of one integrated production. A linguistic-centered transcription is not efficient in describing such bimodal productions, since describing bimodal utterances implies taking into account the ‘communicative desire’ (‘vouloir-dire’) of the children. For this reason, both the question of the transcription unit and the issue of the complexity of semiotic interactions in bimodal utterances need to be reconsidered.
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8

Pinheiro, Larisse Lázaro Santos, Sara Domingos De Sousa Araujo, and Eugênia Magnólia Da Silva Fernandes. "MULTIMODALITY IN CELPE-BRAS." Diacrítica 32, no. 2 (July 3, 2019): 21. http://dx.doi.org/10.21814/diacritica.443.

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This is an initial study of a research presented at the II Symposium on Teaching Portuguese as an Additional Language. This research aims to analyze the multimodal prompts used in the interactions of the tasks in the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) (2014 and 2017 editions) and how they are related to the communicative construct of the Exam. Authors such as Brown (2007), Weir (2005), Scaramucci (2000; 2001; 2003), Ebel e Frisbie (1991), Kress e van Leeuwen (2006), Bakhtin (1997), Fairclough (1992; 2001; 2003; 2006) and Thompson (1995) constitute the theoretical basis of this study. This is a qualitative research and a case study carried out by means of document analysis. This analysis allows us to reflect on the communicative nature of the Exam as well as on its communicative tasks and the cultural basis, three of the foundations of Celpe-Bras, regarding the text genres of the prompts and their different types of semiosis.
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9

Vázquez Carranza, Ariel. "Materiality, Wittgenstein, and avocados. Sensorial inspections in commercial interactions." Signos Lingüísticos 19, no. 37 (April 16, 2024): 56–95. http://dx.doi.org/10.24275/sling.v19n37.03.

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"The present investigation examines the interactional features of sensorial inspec- tions of avocados in a Mexican fruit and vegetables shop. The study uses video recordings and multimodal conversation analysis to contribute to the view that regards sensoriality as an interactional achievement and as an intersubjective phenomenon of public and social nature. The study describes three points of the sequential inspection context and the gazing and touching configurations that are implemented. The analysis shows that sensorial inspections display knowledge and expertise; they are tools to achieve particular goals in the commercial encounter. Keywords: multisensoriality, multimodality, interaction, conversation analysis; video"
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10

Christidou, Dimitra, and Sophia Diamantopoulou. "Seeing and Being Seen: The Multimodality of Museum Spectatorship." Museum and Society 14, no. 1 (June 9, 2017): 12–32. http://dx.doi.org/10.29311/mas.v14i1.623.

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This article argues that museum visiting and the act of ‘spectatorship’, both of which are often assumed to be ocularcentric, are multimodal events. Anchored in Goffman’s dramaturgy and frame analysis theory, as well as Kress’s multimodal and social semiotic theory of representation and communication, this article presents an apposite interpretative and methodological framework to account for what has not been widely addressed by museum studies; that is, the multimodality of the museum experience. By drawing upon audio-visual excerpts of museum encounters, this analysis brings to the fore the embodied visiting and viewing practices of visitors in museum galleries. Specifically, this article highlights the range of modes of communication and representation, beyond gazing and looking, which are employed, negotiated and regulated within the social context of the visit. The article suggests that visitors’ experiences are embodied and performative interactions with the exhibits and other visitors.Key words: embodiment, multimodality, museums, social interaction, visitors
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Більше джерел

Дисертації з теми "Multimodality in interactions"

1

Filho, Valdinar CustÃdio. "Multiple factors, different interactions: scrutinizing the heterogeneous nature of referentiation." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6377.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
This work aims to describe the integration of multiple factors for the construction of reference. We consider that referentiation is built by the social-cognitive work undertaken by individuals in order to establish objects of discourse. Thus, we argue that such action is carried out through complex strategies, which are not limited to the presence or value of nominal expressions that take part on textual surface. The fundamental theoretical background is the social-cognitive paradigm, from which we propose a new view on analysis taken by Text Linguistics researchers. On one hand, we sustain that other semiosis, besides the verbal one, once they are part of textual materiality, can accomplish the same strategies normally described with an exclusive focus on linguistic constructions. On the other hand, we suggest that observation of texts different from those usually analyzed could provide new proposals about the description of referential processes. We analyze, in this thesis, a complete short tale and four episodes of a TV series, in order to investigate how material elements, linked to context, promote the introduction and reformulation of objects built in texts. For such analysis, we elect three main assumptions: 1) the verbal content which takes part in referential processes is not limited to anaphoric relations between referential expressions; 2) image, when it is part of the text, must be considered as textual materiality to be analyzed; 3) the referent transformation is a process more discursive than formal; thus it is inherently not linear. Through the application of these principles to the analysis of our sample, we define four general steps of referentiation: presentation, addition, correction and confirmation.
Este trabalho tem como objetivo descrever a integraÃÃo de mÃltiplos fatores para a construÃÃo da referÃncia. Partindo da concepÃÃo de que a referenciaÃÃo contempla o trabalho sociocognitivo empreendido pelos sujeitos para a construÃÃo dos objetos de discurso, defendemos que tal aÃÃo à realizada por meio de estratÃgias complexas, as quais nÃo se limitam à presenÃa ou ao valor dos sintagmas nominais que fazem parte da superfÃcie textual. Como pressuposto teÃrico fundamental, elegemos o Sociocognitivismo, a partir do qual propomos um redimensionamento acerca das anÃlises efetivadas em LinguÃstica Textual. De um lado, sustentamos que os outros modos de enunciaÃÃo, alÃm do verbal, por fazerem parte da materialidade do texto, podem efetivar as mesmas estratÃgias normalmente descritas apenas com foco nas construÃÃes linguÃsticas. De outro, sugerimos que a reflexÃo sobre textos diferentes dos normalmente analisados pode fornecer novas propostas descritivas dos processos referenciais. Optamos por analisar, nesta tese, um conto completo e quatro episÃdios de um seriado de televisÃo, a fim de verificarmos como os elementos da materialidade, conjugados ao aparato contextual, promovem a apresentaÃÃo e a reformulaÃÃo dos objetos textualmente acionados. Partimos das ideias de que 1) o conteÃdo verbal que participa da aÃÃo de referir nÃo se limita Ãs relaÃÃes anafÃricas entre expressÃes referenciais; 2) a materialidade textual analisada deve considerar o modo de enunciaÃÃo visual, quando este fizer parte do texto; e 3) o processo de transformaÃÃo dos referentes à mais discursivo que formal, por isso à constitutivamente nÃo linear. A partir desses princÃpios aplicados à anÃlise de nossa amostra, definimos quatro etapas gerais do processo de um referente: apresentaÃÃo, acrÃscimo, correÃÃo e confirmaÃÃo.
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2

Jhaj, Sunjum. "Interactions with Culturally Relevant Children's Literature: A Punjabi Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40563.

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Анотація:
This research investigated Punjabi children’s meaning-making processes as they engaged with culturally relevant literature, and presents a critical evaluation of Punjabi and Sikh representation in children’s literature. The Punjabi community in Canada is growing rapidly, with Punjabi being the third most commonly spoken non-official language in Canada. Yet, this minority group remains underrepresented in educational research. Past research has shown the numerous benefits minority children experience when engaging with literature that authentically represents their cultural background (see Cunard, 1996; Goldblatt, 1999; Goo, 2018; Steiner, Nash & Chase, 2008; Zhang & Morrison, 2010). This study gave Punjabi children the opportunity to interact with culturally-relevant stories in multimodal ways, and express their understandings through multiple literacies. The children constructed and shared meanings through verbal discussions, multimodal artwork and the inclusion of movement and dramatizations. They drew on a variety of lived experiences to make meaning from the stories. Their meaning-making processes were further enhanced by the collaborative experience of reading, constructing and sharing meanings. This study opens the door to future research into ways of using literature to foster engagement in the classroom and support children’s meaning-making processes.
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3

Hugol-Gential, Clémentine. "Le service au restaurant : analyse linguistique et multimodale des interactions entre personnel de service et clients." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20011.

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Анотація:
Le service, basé sur de nombreuses ressources verbales et multimodales, est déterminant dans l’organisation de la prise de repas au restaurant. Dans le cadre de ce travail de recherche, nous nous sommes particulièrement intéressée aux interactions se déroulant entre le personnel de service et la clientèle grâce à la collecte d’un corpus d’enregistrements vidéo réalisée en situation naturelle, au sein de plusieurs restaurants. Ce travail empirique, mené dans une perspective praxéologique et interactionnelle, nous a permis de dégager plusieurs phénomènes interactionnels constitutifs des pratiques professionnelles de service. Les phénomènes dégagés nous permettent de souligner l’importance et la complexité des différentes ressources mises en œuvre par les participants dans l’organisation et l’ordonnancement de leurs activités. L’analyse se focalise tout d’abord sur les pratiques par lesquelles le personnel de service ouvre régulièrement l’interaction avec les clients, puis aux différents usages de la carte, et enfin à l’organisation du choix et à l’emploi de catégories ad hoc lors de la prise de commande des plats et des vins. L’enjeu de ce travail est de comprendre l’organisation détaillée des interactions entre personnel de service et clients et ainsi, de souligner leurs caractères fondamental et structurant dans l’expérience de restauration
Based on a rich array of verbal and multimodal resources, the service is crucial in the organization of the meal at restaurant. Within this study, we are particularly interested in the interactions taking place between service staff and customers. On the basis of a corpus of video recordings realized in natural settings within several restaurants, the empirical analyses have been carried out within a praxeological and interactional perspective. Several interactional patterns within professional practices of service have been identified. These phenomena allow us to underline the importance and the complexity of various multimodal resources implemented by the participants in the organization and the coordination of their activities. This study is interested first of all in the practices by which service staff opens regularly the interaction with customers, then in the various uses of menu, and finally in the organization of the choice and the use of ad hoc categories during the order-taking of dishes and wines. The issue is to understand the detailed organization of the interactions between service staff and customers and so, to underline their fundamental and structuring character for the dining experience
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4

De, Koning Marieke. "La multimodalité comme ressource en interprétation de dialogue : une étude de simulations d'interactions médiées par interprète en (cours de) formation." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALH015.

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Анотація:
Cette recherche doctorale questionne les compétences interactionnelles multimodales dans la formation des interprètes. Des recherches antérieures ont mis en exergue la contribution des ressources sémiotiques non verbales telles que le regard, les gestes et le positionnement du corps dans les interactions médiées par interprète (Wadensjö 1998, 2001). La co-construction de la coordination (Baraldi & Gavioli, 2012) et la position centrale de l'interprète dans ces rencontres triadiques plurilingues requièrent, outre des compétences de traduction, des compétences interactionnelles spécifiques qui incluent l'utilisation de la multimodalité comme ressource. Cependant, cette ressource est rarement prise en compte dans la formation des interprètes (Krystallidou, 2014). Par conséquent, nous nous demandons si, et de quelle manière, les étudiants en interprétation acquièrent ces compétences. Ainsi, nous avons mené une étude qualitative auprès d'un groupe de dix étudiants-interprètes de l'Université de Bologne. Leurs performances lors des sessions de jeux de rôle dans un contexte d'apprentissage ont été filmées et analysées afin de répondre aux questions suivantes : quelles sont les ressources sémiotiques non verbales mises en oeuvre par les étudiants lorsqu'ils simulent des interactions médiées par interprète dans un contexte d'apprentissage ? À quoi servent-elles ? Comment varient-elles ? Suite au codage, avec le logiciel ELAN1, des données vidéo, une analyse descriptive a été réalisée sur l'utilisation des ressources multimodales par les étudiants lors des jeux de rôle. Ceci a permis, dans un deuxième temps, de sélectionner une collection d'extraits qui ont été analysés en suivant la méthode d'analyse conversationnelle multimodale (Mondada, 2018, 2019). Cette analyse, d’une granularité très fine, a permis de mettre en lumière une série de situations caractéristiques de la façon dont la multimodalité reflète le caractère situé des interactions et comment elle contribue à la qualité de ces dernières. De plus, les étudiants ont participé à des entretiens semi-dirigés d'autoconfrontation qui nous ont permis d’accéder à leurs critères d’auto-évaluation. Globalement, les résultats montrent un recours plutôt faible à la multimodalité comme ressource. Cependant, l'analyse met en évidence de nombreuses différences individuelles. Elle permet en outre d'identifier les questions qui devraient être prises en compte afin d'optimiser les activités de jeu de rôle dans la formation des interprètes et l'inclusion de la multimodalité en tant que ressource
This PhD research focuses on multimodal interactional competences in interpreters’ education. Previous research has shown that non-verbal semiotic resources like gaze, gesture, and body positioning play an important role in communication outcome during interpreter-mediated interactions (Wadensjö 1998, 2001). The co-construction of coordinating actions (Baraldi & Gavioli, 2012) and the central position of the interpreter in these plurilingual triadic encounters require, in addition to translation skills, specific interactional skills which include the use of multimodality as a resource. However, this resource is rarely taken into account in interpreter training and education (Krystallidou, 2014). Consequently, we may question if and how interpreter students acquire these skills. To this end, a qualitative study was carried out with a group of 10 interpreter students at the University of Bologna. Their performances during the role play sessions in a learning context were filmed and analysed in order to answer the following research questions: what nonverbal semiotic resources are found in dialogue interpreting students when simulating interpreter-mediated interactions in a learning context? What purpose do they serve? How do they vary? After transcription and annotation with ELAN2 software, a descriptive analysis was carried out on students’ use of multimodal resources during role plays. This allowed a selection of excerpts to be analysed following a Multimodal Conversation Analysis Method (Mondada, 2018, 2019). This fine-grained analysis shed light on a series of salient situations and the different ways in which the embodied and situated actions impact their outcome. In addition, the students took part in semi-directed self-reflection interviews which were also recorded. These were designed to give us access to the students’ criteria and level of multimodal interactional awareness. The overall results show relatively little usage of multimodality as a resource. However, the analysis highlights numerous individual differences and allows identification of issues that should be considered in order to optimise role play activities in dialogue interpreter training with the inclusion of multimodality as a resource
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5

Martin, Laurence. "S'entraîner à expliquer une procédure instrumentale : ethnographie multisituée d'un projet filmique mené avec des aides à domicile engagées dans une formation en français langue étrangère." Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30023.

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Анотація:
Cette recherche porte sur des activités fortement multimodales constituantes d’un projet vidéo mené en collaboration avec des aides à domicile, dans le contexte de la formation linguistique des adultes. Ces activités centrées sur l’explication de procédures sont réalisées dans diverses situations, faiblement ou fortement instrumentées (oral spontané en groupe, simulation, tournage face caméra) et participent au processus d’appropriation de la langue en plaçant l’apprenant dans un rôle d’expert. Des observations participantes, menées dans une approche ethnographique, soutenues par des enregistrements audiovisuels, ont permis de rassembler un corpus que nous avons organisé en deux collections principales. Nos analyses qui s’appuient sur ces données, s’intéressent à la dynamique des actions et des interactions situées et multisenrorielles (actions verbales, gestes, manipulation des objets, disposition des corps, déplacements), développées par les participantes dans ces situations. Elles interrogent les notions goffmaniennes de cadre, de position, d’engagement et de réitération. Cette approche écologique de l’activité humaine, assez récente en science du langage, met en évidence la multimodalité des ressources déployées lors de ces activités didactiques, ainsi que leur articulation à l’environnement dans sa dimension sociale et matérielle
This research examines highly multimodal activities constituting a video project conducted in collaboration with home helpers, in the context of adult language training. The activities under study focus on explaining procedures carried out in various situations, weakly or heavily instrumented (spontaneous group oral, simulation, camera-facing shooting) and participate in the process of appropriation of the foreign language by placing the learner in an expert role. Participant observations in an ethnographic approach, supported by audiovisual recordings of these activities, brought together a corpus that we organized into two main collections. They are based primarily on these data. They deal with the dynamics of multi-sensory, situated actions and interactions (verbal actions, gestures, object manipulations, body placements, movements), as they were developed by the participants. They also discuss the Goffmanian notions of framework, position, commitment and reiteration. This ecological approach to human activity, relatively recent in language science, highlights the multimodality of the resources deployed in those educational situations, and shows their connection with the environment in its social and material dimensions
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6

Vincent, Caroline. "Interactions pédagogiques "fortement multimodales" en ligne : le cas de tuteurs en formation." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00765986.

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Les activités interactives en ligne connaissent une utilisation grandissante, notamment dans le domaine de l'enseignement des langues. L'amélioration technique des dispositifs permet en effet aujourd'hui des échanges synchrones à distance avec un locuteur natif.Le tuteur inscrit dans une communication via une plateforme synchrone en ligne doit alors coordonner un ensemble complexe d'opérations à des fins d'apprentissage. Différents modes de communication (textuel, visuel, auditif) sont à sa disposition et il les combine dans son discours. Nous analysons, dans le cadre de cours de français à distance via Skype, quels modes sont utilisés par chacun des quatre tuteurs qui composent notre étude. Nous postulons que les modes sont utilisés différemment par chaque tuteur et nous cherchons donc à savoir dans quelle proportion et avec quel " degré d'investissement " (Develotte, Guichon, Vincent, 2011). Nous cherchons également à comprendre quelles conséquences ces choix d'utilisations des modes ont sur la nature de l'interaction. Nous émettons en effet deux hypothèses. Premièrement, nous pensons que le profil initial des tuteurs (compétences individuelles, expériences professionnelles en présentiel ou à distance, habitude de l'environnement informatique) et le contexte des interactions (perturbations extérieures, problèmes techniques, type de tâche, besoin exprimé des apprenants) ont une influence sur la façon dont le tuteur utilise les modes à disposition.Deuxièmement, nous pensons que les choix d'utilisations influencent la nature de l'interaction et la relation entre tuteurs et apprenants. Nous proposons ainsi une grille d'analyse des interactions multimodales en ligne, afin d'apporter des réponses à nos hypothèses de recherche.
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Chen, Wei-Ching. "Les interactions verbales au cours du repas : analyse de la co-construction des activités de "manger et parler"." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20045.

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Notre thèse, qui s’inscrit dans le champ de la linguistique interactionnelle. Elle porte sur les interactions au cours du repas entre amis dans les invitations en France. Basée sur les données audio et vidéo enregistrées en situation naturelle, cette étude empirique se donne pour but de montrer les modalités par lesquelles les participants co-construisent les deux activités principales déployées à table : « manger » et « parler ». Concernant l’activité de « manger », notre travail décrit en détail les interactions à partir du moment où les mangeurs s’installent à table jusqu’au moment où ils finissent le repas. Grâce à l’analyse verbale et multimodale, notre étude dégage les ressources linguistiques et multimodales mises en œuvre par les hôtes et les invités pour assurer le bon déroulement du repas. Quant à l’activité de « parler », elle est abordée à travers l’évaluation des plats servis. Notre analyse montre qu’à travers cette activité, les locuteurs expriment leur appréciation personnelle vis-à-vis des mets, en même temps qu’ils réalisent différents actions telles que complimenter, critiquer, s’auto-complimenter et s’auto-déprécier. L’enjeu de cette thèse est de mettre en lumière les principes connus mais inaperçus par lesquels les locuteurs français construisent l’interaction à table
My dissertation, which lies within the framework of international linguistics, is about the interaction during meals among friends in invitations in France. Based on audio and video data recorded in naturally-occurring situations, this empirical study aims to show the modalities by which the participants co-construct the two main activities observed at table: eating and talking. Concerning eating, the study describes in detail the interactions since the eaters sit down at the table until they finish the meal. On the basis of verbal and multimodal analysis, this study brings out the linguistic and multimodal resources used by the hosts and the guests in order to make sure of the course of the meal. As for talking, this dissertation focuses on the assessment on the dishes served. The analysis shows that through the assessment on the dishes served, the speakers express their personal observation about the food, as well, they realize various actions such as complimenting, criticizing, self-complimenting and self-depreciating. The key issue of this study is to shed light on the principles seen but unnoticed by which the French speakers construct interaction at table
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Drissi, Samira. "Apprendre à enseigner par visioconférence : étude d'interactions pédagogiques entre futurs enseignants et apprenants de FLE." Thesis, Lyon, École normale supérieure, 2011. http://www.theses.fr/2011ENSL0678.

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Cette thèse vise à décrire et analyser des interactions pédagogiques par visioconférence poste à poste ayant eu lieu dans le cadre d’échanges entre des apprenants de Berkeley (UCB) et des apprentis- tuteurs/enseignants de Lyon (Université Lyon 2). Notre travail accorde un intérêt particulier aux stratégies communicationnelles mobilisées par les tuteurs pour conduire des séances d’enseignement/apprentissage du Français Langue Etrangère à distance.Notre approche de la question puise des bases théoriques en sciences de l’éducation (formation à distance, concept de présence pédagogique à distance), en didactique des langues (acquisition d’une L2), et en sciences du langage (analyse des interactions pédagogiques) (cadre conceptuel, Partie 1). Les échanges pédagogiques ont été recueillis par le biais de captures d’écran dynamique et fournissent la matière pour étudier l’émergence de stratégies pédagogiques et communicationnelles (cadre méthodologique, Partie 2). Dans le cadre de ces échanges, les tuteurs produisent des énoncés et des actions qui orientent l’activité d’apprentissage. Nous décrivons ces régulations à partir du concept de présence pédagogique (décliné sous trois aspects : présence enseignante, présence sociale et présence cognitive) qui nous permet d’identifier les pratiques pédagogiques observables lors d’interactions par visioconférence poste à poste (analyse de la présence pédagogique, Partie 3). Cette recherche, menée à partir de transcriptions multimodales des données enregistrées, permet de mettre au jour certains des ressorts de la pédagogie synchrone en ligne. Elle aboutit, en outre, à proposer des critères d’évaluation des pratiques pédagogiques identifiées, décrites et analysées dans cette thèse en vue d’améliorer certains aspects de la formation au tutorat de langue en ligne
The aim of this thesis is to describe and analyse desktop videoconferencing pedagogical interactions that took place as between, learners of French students in Berkeley (UCB) at one end and French as a foreign language instructor trainees in Lyon (University Lyon 2) at the other end. Our work particularly focuses on communicational strategies mobilized by the trainees to conduct distance teaching/learning language sessions.Our approach draws on theoretical issues in education studies (online education, the concept of pedagogical presence within the community of inquiry framework), second language acquisition, and language sciences (pedagogical interaction analysis) (conceptual framework, Part 1). Instances of educational exchanges were collected through dynamic screenshots and provide material for studying emerging pedagogical and communicational strategies (methodological framework, Part 2). As part of these exchanges, tutors produce utterances and actions that shape the learning activities. We describe these regulations from the concept of pedagogical presence -declined in three aspects: teaching presence, social presence and cognitive presence- that allows us to identify pedagogical practices observed during desktop videoconferencing interactions (analysis of the pedagogical presence, Part 3). This research, conducted with multimodal transcripts of the recorded data allows us to uncover some of the aspects of online synchronous teaching. It also allows us to propose criteria for evaluating the pedagogical practices identified, described and analysed in this thesis to improve some facets of language training in tutoring online
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Vidal, Julie. "Etude des séquences de rétroaction corrective dans un dispositif en ligne d'enseignement/apprentissage du français langue étrangère : une approche multimodale de l'oral." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2125.

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L’étude de la rétroaction corrective constitue un enjeu important dans la recherche en didactique des langues et a été en partie renouvelée par l’utilisation des technologies. Or, peu de recherches se sont penchées sur la manière dont les enseignants fournissent une rétroaction corrective sur la production orale des apprenants lors d’interactions en ligne. C’est pourquoi nous nous proposons d’analyser six semaines d’interactions entre des apprentis enseignants en formation dans un master de didactique de français langue étrangère (désormais FLE) d’une université française (Lyon 2) et des apprenants de FLE d’une université étrangère (DCU). Notre étude relevant d’une recherche qualitative s’appuie un corpus complexe comprenant des interactions en ligne transcrites et annotées au moyen du logiciel ELAN, des bilans multimodaux réalisés par les enseignants et les discours des participants. Nous avons analysé ces données dans une perspective multimodale selon laquelle toutes les ressources sémiotiques contribuent à produire du sens, sans hiérarchisation de celles-ci a priori. En somme, ce travail vise à étudier les effets de la multimodalité sur la manière dont les apprentis enseignants et les apprenants coconstruisent les séquences de rétroactions correctives en ligne afin, dans un deuxième temps, de faire des propositions didactiques pour la formation
This work aims to analyze six weeks of videoconferenced pedagogical interaction between trainee teachers enrolled in a master's degree in teaching French as a foreign language (FLE) at a French university (Lyon 2) and learners of French at a foreign university (Dublin City University). Corrective feedback is an important issue in foreign language pedagogy, renewed by the use of technologies. However, there has been little research on how teachers provide corrective feedback on learners' oral production in online interactions. Our qualitative study is based on the analysis of ecological data, organized into a complex corpus of video interactions transcribed and annotated using the ELAN software. We observed multimodal assessments made by the teachers, as well as participants' commentary containing their perception of the corrective feedback. We analyzed these data from a multimodal perspective according to which all the semiotic resources contribute to make meaning without automatically prioritizing one mode over another. In sum, this work aims to understand how teachers and learners co-construct corrective feedback sequences. We also want to update the effects of multimodality on the interactions in order to make pedagogical proposals for the training of future teachers of French as a foreign language
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Zhang, Zhuoming. "Improving mediated touch interaction with multimodality." Electronic Thesis or Diss., Institut polytechnique de Paris, 2022. http://www.theses.fr/2022IPPAT017.

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Comme l’un des plus importants canaux de communication non verbale, le toucher est largement utilisé à des fins différentes. Dans le développement physique et psychologique humain le toucher participe à la construction des liens sociaux et à la communication des émotions. Cependant, même si les technologies de l'information et de la communication actuels permettent l’utilisation de divers langages non verbaux, le soutien à la communication par le sens du toucher est encore insuffisant. Inspiré par les interactions intermodales dans la perception humaine, l’approche que j'adopte dans cette thèse est d’utiliser la multimodalité pour améliorer l’interaction tactile médiée. Suivant cette approche, je présente trois dispositifs qui fournissent des contributions empiriques à l’interaction tactile multimodaux : VisualTouch, SansTouch, et In-Flat. Afin de comprendre si les stimuli multimodaux peuvent améliorer la perception émotionnelle du toucher, je développe VisualTouch, et j'évalue quantitativement l’interaction entre la modalité visuelle et tactile. Pour étudier l’utilisation de différentes modalités dans la communication tactile, je présente SansTouch et fournis des aperçus empiriques sur l’interaction multimodale et la génération de contact cutané dans le contexte de la communication en face à face. Enfin, pour aller plus loin dans l’utilisation de stimuli multimodaux en interaction tactile, je présente In-Flat, une superposition tactile entrée/sortie pour smartphones. In-Flat fournit non seulement des informations supplémentaires sur la génération du toucher de la peau, mais aussi une meilleure compréhension du rôle que joue le toucher médié dans des contextes plus généraux. En résumé, cette thèse vise à combler le fossé entre la communication tactile et l’IHM, en contribuant à la conception et la compréhension des stimuli multimodaux dans l’interaction tactile médiée
As one of the most important non-verbal communication channels, touch is widely used for different purposes. It is a powerful force in human physical and psychological development, shaping social structures as well as communicating emotions. However, even though current information and communication technology (ICT) systems enable the use of various non-verbal languages, the support of communicating through the sense of touch is still insufficient. Inspired by the cross-modal interaction of human perception, the approach I present in this dissertation is to use multimodality to improve mediated touch interaction. Following this approach, I present three devices that provide empirical contributions to multimodal touch interaction: VisualTouch, SansTouch, and In-Flat. To understand if multimodal stimuli can improve the emotional perception of touch, I present the VisualTouch device, and quantitatively evaluate the cross-modal interaction between the visual and tactile modality. To investigate the use of different modalities in real touch communication, I present the SansTouch device, which provides empirical insights on multimodal interaction and skin-like touch generation in the context of face-to-face communication. Going one step forward in the use of multimodal stimuli in touch interaction, I present the In-Flat device, an input/output touch overlay for smartphones. In-Flat not only provides further insights on the skin-like touch generation, but also a better understanding of the role that mediated touch plays in more general contexts. In summary, this dissertation strives to bridge the gap between touch communication and HCI, by contributing to the design and understanding of multimodal stimuli in mediated touch interaction
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Книги з теми "Multimodality in interactions"

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Norris, Sigrid, and Carmen Daniela Maier. Interactions, images and texts: A reader in multimodality. Boston: De Gruyter Mouton, 2014.

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Candan, K. Selçuk, Bogdan Ionescu, Lorraine Goeuriot, Birger Larsen, Henning Müller, Alexis Joly, Maria Maistro, Florina Piroi, Guglielmo Faggioli, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85251-1.

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Barrón-Cedeño, Alberto, Giovanni Da San Martino, Mirko Degli Esposti, Fabrizio Sebastiani, Craig Macdonald, Gabriella Pasi, Allan Hanbury, Martin Potthast, Guglielmo Faggioli, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13643-6.

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Mothe, Josanne, Jacques Savoy, Jaap Kamps, Karen Pinel-Sauvagnat, Gareth Jones, Eric San Juan, Linda Capellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24027-5.

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Jones, Gareth J. F., Séamus Lawless, Julio Gonzalo, Liadh Kelly, Lorraine Goeuriot, Thomas Mandl, Linda Cappellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65813-1.

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Bellot, Patrice, Chiraz Trabelsi, Josiane Mothe, Fionn Murtagh, Jian Yun Nie, Laure Soulier, Eric SanJuan, Linda Cappellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98932-7.

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Fuhr, Norbert, Paulo Quaresma, Teresa Gonçalves, Birger Larsen, Krisztian Balog, Craig Macdonald, Linda Cappellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44564-9.

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Crestani, Fabio, Martin Braschler, Jacques Savoy, Andreas Rauber, Henning Müller, David E. Losada, Gundula Heinatz Bürki, Linda Cappellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28577-7.

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Arampatzis, Avi, Evangelos Kanoulas, Theodora Tsikrika, Stefanos Vrochidis, Hideo Joho, Christina Lioma, Carsten Eickhoff, Aurélie Névéol, Linda Cappellato, and Nicola Ferro, eds. Experimental IR Meets Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58219-7.

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Kanoulas, Evangelos, Mihai Lupu, Paul Clough, Mark Sanderson, Mark Hall, Allan Hanbury, and Elaine Toms, eds. Information Access Evaluation. Multilinguality, Multimodality, and Interaction. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11382-1.

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Частини книг з теми "Multimodality in interactions"

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Wang, Yanan, Shijian Luo, Shuai Liu, Yujia Lu, and Preben Hansen. "Crafting Concrete as a Material for Enhancing Meaningful Interactions." In Human-Computer Interaction. User Interface Design, Development and Multimodality, 634–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58071-5_48.

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Ladewig, Silva H., and Jana Bressem. "Gesture as a means for communicating and understanding embodied conceptualizations in second language interactions." In Multimodality across Epistemologies in Second Language Research, 21–35. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003355670-3.

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Pirker, Johanna, Mathias Pojer, Andreas Holzinger, and Christian Gütl. "Gesture-Based Interactions in Video Games with the Leap Motion Controller." In Human-Computer Interaction. User Interface Design, Development and Multimodality, 620–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58071-5_47.

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Lopes, Ana Paula. "Technology Serving Justice." In Springer Proceedings in Political Science and International Relations, 177–93. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18161-0_12.

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AbstractIn face-to-face interactions, people are constantly providing information through their body movements (Kendon in Body language communication: An international handbook on multimodality in human interaction, pp. 7–27, 2013). Berlin/Boston: De Gruyter Mouton.), in which gestures are included. These kinetic movements transmit two-thirds of what we communicate (Aghayeva in Khazar J Human Soc Sc 53–62, 2011), and ignoring them means disregarding the complexity of the human communication system (Jones and LeBaron in J Commun 52:499–521, 2002). When communicating, humans create signs, and “these signs are made with very many different means (…). They are the expression of the interest of socially formed individuals who, with these signs, realize (…) their meanings” (Kress in Multimodality: A social semiotic approach to contemporary communication. Routledge, p. 10 [2010]). And the way people understand what others mean to transmit can deeply vary. These different interpretations may originate from each person’s experience, prejudice, values, and expectations in life. Therefore, the probability of misunderstanding is vast. In the specific context of a forensic interaction, problems of communication misunderstandings can have serious consequences in a suspect’s or in a defendant’s life. Globally, body movements are not thoroughly considered when it comes to understanding what a suspect or a defendant really wants to declare. However, on some occasions, the correct interpretation of a kinetic movement could contribute to a fairer judicial decision. Through a consistent micro-analysis of interactions, it is possible to create meaning from body movements. The micro-analysis developed by the author showed that body movements can transmit information that had not been verbally uttered. That information has shown to be of great importance in the context of judicial process analysis.
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Park, So Yeon, Sohyeong Kim, and Larry Leifer. "“Human Chef” to “Computer Chef”: Culinary Interactions Framework for Understanding HCI in the Food Industry." In Human-Computer Interaction. User Interface Design, Development and Multimodality, 214–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58071-5_17.

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Morgenstern, Aliyah. "Chapter 8. The choreography of multimedial procedures and multimodal languaging in French family dinners." In Pragmatics & Beyond New Series, 188–217. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/pbns.348.08mor.

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In this paper we present a multimodal multimedial approach to multiparty interactions through the analysis of French family dinners in which child and adult participants are engaged in the activities of eating and interacting. The term multimodality is used to refer to the variety of semiotic resources (gesture, speech, facial expressions, gaze) engaged in languaging (Linell 2009), and multimediality to refer to the media used in context to construct meaning (such as communicative manipulative actions/languaging). Our aim is to capture the multiple deployments of the embodied behaviors of dinner participants, and children’s progressive socialization to multiactivity. We show how family members collaboratively manage the accomplishments of multiple streams of activity and coordinate their temporal organizations through the embodied performances of eating and interacting (Goodwin 1984). The families consist of two adults and one to three children. We illustrate how children are progressively socialized to the art of dining which involves food consumption and conversation. They learn to deploy multimedial procedures in a multitude of skillful variations in the collective coordination of bodies, activities and artifacts.
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Goethe, Ole. "Multimodality and Gamification." In Human–Computer Interaction Series, 131–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11078-9_12.

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Burzagli, Laura, Pier Luigi Emiliani, and Francesco Gabbanini. "Ambient Intelligence and Multimodality." In Universal Access in Human-Computer Interaction. Ambient Interaction, 33–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73281-5_4.

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Matoesian, Gregory M., and Kristin Enola Gilbert. "Multimodality in legal interaction." In The Routledge Handbook of Forensic Linguistics, 245–64. Title: The Routledge handbook of forensic linguistics / edited by Malcolm Coulthard, Alison May, Rui Sousa-Silva. Description: Second edition. | London ; New York : Routledge, 2020. | Series: Routledge handbooks in applied linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429030581-20.

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Geenen, Jarret, and Austin Howard. "Conflict in Interaction." In Multimodality Studies in International Contexts, 219–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003367550-15.

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Тези доповідей конференцій з теми "Multimodality in interactions"

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Bodog, A. "Multimodality and spontaneity in human-computer interactions analogies of ontogeny." In 2012 IEEE 3rd International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2012. http://dx.doi.org/10.1109/coginfocom.2012.6422040.

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Bellal, Zouhir, Sidi Mohamed Benslimane, and Nadia Elouali. "Using programming by demonstration for multimodality in mobile-human interactions." In IHM '17: 29ème conférence francophone sur l'Interaction Homme-Machine. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3132129.3132154.

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Elhassan, Mohamed O., Jennifer Christie, Marlieke Molendijk, and Mark Duxbury. "Abstract 5272: Multimodality interrogation of systemic RNA interference-defective-1 transmembrane family member 1 (SIDT1) identifies axon guidance protein interactions." In Proceedings: AACR 104th Annual Meeting 2013; Apr 6-10, 2013; Washington, DC. American Association for Cancer Research, 2013. http://dx.doi.org/10.1158/1538-7445.am2013-5272.

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Zapata, Julián. "Exploring multimodality for translator-computer interaction." In ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2663204.2666280.

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Fan, Chengyu, Veronica Romero, Alexandra Paxton, and Tahiya Chowdhury. "Towards Multimodality: Comparing Quantifications of Movement Coordination." In ICMI '24: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION, 21–25. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3686215.3690149.

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Salim, Fahim A., Fasih Haider, Owen Conlan, Saturnino Luz, and Nick Campbell. "Analyzing Multimodality of Video for User Engagement Assessment." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818346.2820775.

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Granell, Emilio, Carlos David Martinez Hinarejos, and Verónica Romero. "Improving Transcription of Manuscripts with Multimodality and Interaction." In IberSPEECH 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/iberspeech.2018-20.

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Andelic, Nicole, Aidan Feeney, and Gary McKeown. "Evidence for Communicative Compensation in Debt Advice with Reduced Multimodality." In ICMI '19: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3340555.3353757.

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Chevrin, Vincent. "Studying the multimodality/personalization couple in interactive and evolving environments." In the 15th French-speaking conference on human-computer interaction. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/1063669.1063717.

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Reis, Tiago Alexandre Custódio. "Improving mobile interaction with context-awareness, multimodality, and adaptive interfaces." In the 12th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1851600.1851723.

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