Identity in (Inter)action

Norris, Sigrid

doi:10.1515/9781934078280

Cited by 111 publications

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“…Nexus analysis is characteristically ethnographic, yet historical, in its approach (Scollon & Scollon, 2004). Some aspects of multimodal (inter)action analysis were also used in the examination of the research materials, so as to trace identity work arising in the collaborative situations (Norris, 2011).…”

Section: Research Approachmentioning

confidence: 99%

“…One of the developers was a doctoral student (ubiquitous computing) and the other a Master's student (information networks). The study draws on a nexus analysis (Scollon & Scollon, 2004) and a multimodal (inter)action analysis (Norris, 2011) using multiple types of data. This allows exploring collaboration in situ as an aggregate of discourses echoing the past and emanating new discourses.…”

Section: Introductionmentioning

confidence: 99%

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Discourses in place: technology and language experts negotiating solutions for a language learning application

Riekki¹,

Kuure²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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This study explores the nature of collaboration between language students and technology developers while designing an application for language teaching. This project was part of a university course on language learning and teaching in technology-rich environments. An important aspect of the course was to help the university students to explore and extend their understandings of language teaching and being language teachers. One of the student teams on the course had the opportunity of acting as language (pedagogy) experts while working with technology experts, negotiating directions for the application under development. Such a collaborative relationship together with the support of the course was expected to provide the participants with new perspectives, helping them to detach themselves from narrow conceptions of language pedagogy. Video materials were stored from different phases of the project. The design concepts and reflection papers produced by the students were also used in the analysis. The research drew on nexus analysis. The findings suggest that multidisciplinary collaboration can be fruitfully integrated into language teacher education to provide the students with experiences and perspectives for assuming an active role in technology development for language learning, and, additionally for seeing this type of cooperation as an essential element of their language teacher professionalism.

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Section: Research Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discourses in place: technology and language experts negotiating solutions for a language learning application

Riekki¹,

Kuure²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

View full text Add to dashboard Cite

show abstract

“…This practice, which is more communicatively manageable for the developing interlocutors, may be the non-verbal antecedent to the ability to select and introduce conversational topics through language. Through a multimodal interaction analysis (Norris 2004, 2011, 2019, Pirini 2014, 2020 of the practice of showing material objects during interaction, I show that non-verbal action, material culture and the physical world are crucial to developing a certain socio-cognitive pragmatic aptitude. More specifically, Child Directed Interaction Strategies (CDIS) which prioritise 'showing' as a tangible, non-verbal communicative action can bridge a developmental gap to more normative interactive 'sharing' through spoken language.…”

Section: Introductionmentioning

confidence: 99%

“…The analysis and arguments regarding the developmental function of this co-produced interactional practice are framed within a consideration about how these one-time situated mediated actions and their developmental potentials intersect with and connect to larger Discourses (Gee 1990) and scales of action (Norris 2017). In addition, the particular site of engagement (Norris 2011;Scollon 2001) is critically considered to articulate how these actions and practices are mediated by and thus shaped by the intersection of social actors, practices and multiple cultural tools of varying materialities. Thus, the analysis seeks to bridge micro interactive mediated actions with macro discourses, practices and developmental trajectories: a task for which multimodal interaction analysis is perfectly suited (Pirini 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Following the discussion of largely conversation analytic work on topic introductions and topic talk, a brief overview of Multimodal (Inter)action Analysis (Author and Pirini 2020;Norris 2004Norris , 2011Norris , 2019Pirini 2014) as a methodological framework is detailed. The employment of multimodal interaction analysis leads explicitly to a consideration of the social actor and mediational means intersection.…”

Section: Introductionmentioning

confidence: 99%

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Objects and materiality in pragmatic development: Here-and-now to then and-there

Geenen

2020

Multimodal Communication

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Language acquisition involves more than learning how to produce words in complex strings. It involves a diversity of aptitudes about how, when, with whom and in what way to use language abilities. While it is acknowledged that these skills are learned through social interaction (Blum-Kulka, S. (1997). Dinner talk: cultural patterns of sociability and socialization in family discourse. Lawrence Erlbaum Associates, Inc, Mahwah, NJ; Rogoff, B. (2003). The cultural nature of human development. Oxford University Press, Oxford), our understanding about precisely how they emerge and how they are taught and learned remains preliminary at best. Additionally, much of our understanding is strictly limited to spoken language. The analysis and arguments herein detail the consequentiality of child directed interaction strategies (CDIS) which facilitate non-verbal actions and motivate episodic retrospection, making a tangible link between the current interaction and past experiences. Through a multimodal interaction analysis (Author and Pirini, J. (2020). Multimodal (Inter)action Analysis. In McKinley, J. and Rose, H. (Eds.) The Routledge handbook of research methods in applied linguistics. Rouledge, London, pp. 488–499; Norris, S. (2004). Analyzing multimodal interaction: a methodological framework. Routledge, London. https://doi.org/10.4324/9780203379493; Norris, S. (2011). Identity in (inter)action: introducing Multimodal (Inter)action Analysis. de Gruyter Mouton, Berlin & New York. https://doi.org/10.1515/9781934078280; Norris, S. (2019). Systematically working with multimodal data: research methods in multimodal discourse analysis. Wiley Blackwell, Hoboken, NJ; Pirini, J. (2014). Introduction to Multimodal (Inter)action Analysis. In: Norris, S. and Maier, C. (Eds.). Interactions, texts and images: a reader in multimodality. Mouton de Gruyter, New York. https://doi.org/10.1515/9781614511175.77) of the practice of showing material objects during interaction, I show that non-verbal action, material culture and the physical world are crucial to developing a certain socio-cognitive pragmatic aptitude. CDIS motivating ‘showing’ of tangible objects of personal significance may be the non-verbal antecedent of selecting and introducing new topics during interaction. These CDIS defer interactional agency and motivate non-verbal communicative actions more comfortably within the zone of proximal development. Importantly, the materiality of the objects themselves are of fleeting interactional priority. Instead, the objects provide a bridge between materiality in the here-and-now to past experiences in the there-and-then. Facilitating non-verbal actions of showing help motivate explorations of episodic memory by creating a tangible and immediate link within the unfolding interaction.

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Multimodal Discourse Analysis

Geenen

Norris

Macboon

2015

The International Encyclopedia of Language and Social Interaction

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This article provides a brief overview of theoretical and methodological developments in multimodal discourse analysis. Multimodal discourse analysis refers to a field of academic research interested in investigating the ways in which meaning‐making practices and social interactions occur through multiple communicative modes. Stemming from various theoretical perspectives in applied linguistics, multimodal discourse analysis or multimodality explicitly highlights an analytical orientation whereby language is conceptualized as only one of the many communicative modes through which meaning‐making and social interaction are accomplished. Multimodal approaches have been employed to understand better a broad range of communicative phenomena, from language and literacy, to film, comics, corporate communication, and identity production. It is a rapidly growing domain of research and this can be attributed to the fact that all communicative phenomena are multimodal.

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Identity in (Inter)action

Cited by 111 publications

References 0 publications

Discourses in place: technology and language experts negotiating solutions for a language learning application

Discourses in place: technology and language experts negotiating solutions for a language learning application

Objects and materiality in pragmatic development: Here-and-now to then and-there

Multimodal Discourse Analysis

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