Deixis in der face-to-face-Interaktion

Stukenbrock, Anja

doi:10.1515/9783110307436

Cited by 78 publications

(52 citation statements)

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“…This is why participants rely on procedural solutions or “practical methods” (Garfinkel, 1967 ) that enable them to treat and perform “establishing reference” as an “unproblematic” activity in their everyday lives. Building on a framework based on sequential analyses of establishing reference in different settings such as dinner talk, guided tours, self-defense classes, physician–patient consultations (Stukenbrock, 2009 , 2015 ), and picture-book reading (Heller and Rohlfing, 2015 ), we assume that the procedural solution to establishing reference entails four sequentially ordered jobs.…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…Admittedly, locating the target and construing the referent are often achieved at one go. Yet, misunderstandings and repairs do occur in the process of establishing reference (see below), suggesting that locating a target and construing the referent are in fact different achievements (Stukenbrock, 2009 , 2015 ). Whereas locating a target requires a perceptual effort (which may lead to shared perception), construing the referent is a semantic process (occasioning shared understanding).…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…She or he then develops hypotheses about the meaning of the pointed-to target (Stukenbrock, 2009 , p. 307). This semantic work is conducted visibly and verbally: Adult recipients often display their understanding that can then be confirmed, specified, or repaired by the speaker (Stukenbrock, 2015 , p. 316).…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

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Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Heller

Rohlfing

2017

Front. Psychol.

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The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad's joint accomplishment but also each participant's contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult's as well as the child's contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child's increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult's dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.

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Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

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Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Heller

Rohlfing

2017

Front. Psychol.

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“…La réalité et la pertinence de cette sémiotique multimodale apparaissent clairement au regard des « chambres de compression multimodale » [Multimodaler Verdichtungsräume] mises en évidence par A. Stukenbrock (2015) dans son analyse interactionnelle et multimodale de la deixis dans l'interaction en face à face : les unités déictiques tendent à ne pas apparaître de manière isolée mais sont régulièrement accompagnées de phénomènes mimo-gestuels saillants, tels que des changements de direction du regard ou des procédés de pointage (voir également Fricke, 2015). Cette agglutination de ressources tirées de différents répertoires sémiotiques en des positions séquentielles particulières peut faire l'objet de figements, sous la forme de « Gestalts multimodales complexes » [Complex Multimodal Gestalts] (Mondada, 2014, voir aussi ici-même), ressources composites au sein desquelles l'unité verbale, déictique ou non, prend forme et valeur.…”

Section: Une Linguistique éNonciative Interactionnelle Et Multimodaleunclassified

Le pronom ON dans l’interaction en face à face : une ressource de (dé)contextualisation

Jacquin¹

2017

Langue Française

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RésuméL'article revient sur le pronom ON en réinterrogeant la capacité qu'on lui octroie régulièrement d'anonymiser le référent. Cette possibilité étant tout à fait avérée, comme en témoigne la phrase précédente, elle a eu tendance à monopoliser les recherches et à contribuer à consolider une démarche substitutive dans le traitement des emplois de ON : si ON anonymise, c'est parce qu'une autre forme dont le sémantisme est plus précis aurait convenu pour opérer une référence identique. L'article propose une synthèse critique de cette approche substitutive et, au travers de l'analyse énonciative et multimodale d'extraits de débats publics et télévisés, montre que ON peut permettre au locuteur de maintenir son énoncé à un certain niveau de généralité (i.e. orientation vers la décontextualisation), mais sans pour autant empêcher le pointage simultané, par le biais d'autres ressources référentielles tirées d'autres répertoires sémiotiques, d'un ou de plusieurs exemplaire(s) bien identifiés de la classe ainsi parcourue (i.e. orientation vers la contextualisation). Mots-clés : énonciation, multimodalité, gestes, regard, deixis, indexicalité Abstract This article elaborates upon many studies that stress the ability of the French indefinite pronoun ON [one, you, we, they] to anonymize what ON refers to. While this function can be verified in various contexts for many purposes, there has been a tendency to focus on it and generalize it, leading to the consolidation of a 'substitutive' approach to ON: if ON anonymizes, the reason is to be found in the fact that any another verbal unit whose meaning is more precise would fit in order to make reference to the same entity. This paper critically summarizes such a substitutive approach and shows by an enunciative and multimodal analysis of various extracts of public and televised debates that ON can be used to maintain the utterance at a general level of validity (i.e. orientation towards decontextualization), without preventing the simultaneous pointing, by other referential resources taken from other semiotic repertoires, of one or more specimens of the category bounded by the indefinite ON (i.e. orientation towards contextualization).

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“…As can be seen on image 1.2, the speaker uses the thumb to point across her own shoulder to provide the relevant directional information (for pointing with the thumb cf. Kendon, 2004;Stukenbrock, forthcoming):…”

Section: Fpp: Instruction (Verbal)mentioning

confidence: 99%