Prosody as a resource in children's game explanations: Some aspects of turn construction and recipiency

Kern, Friederike

doi:10.1016/j.pragma.2005.01.017

Cited by 74 publications

(8 citation statements)

References 9 publications

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“…AB can consider this response as a backchannel (BC) signal. In line with Kern (2007), in some cases where a BC is expected, the lack of ratification is equivalent to a minimal ratification via a backchannel. So AB does not need to ratify it, in the sense that it is “normal” that CM's response is aligned and affiliative: if it were not, it would be signaled by a repair sequence.…”

Section: Results and Analysismentioning

confidence: 73%

Interactional convergence in conversational storytelling: when reported speech is a cue of alignment and/or affiliation

Guardiola

Bertrand

2013

Front. Psychol.

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This paper investigates how and when interactional convergence is established by participants in conversation. We analyze sequences of storytelling using an original method that combines Conversation Analysis and a corpus-based approach. In storytelling, the participant in the position of “listener” is expected to produce either generic or specific responses adapted to the storyteller's narrative. The listener's behavior produced within the current activity is a cue of his/her interactional alignment. We show here that the listener can produce a specific type of (aligned) response, which we term a reported speech utterance in echo. The participant who is not telling the story is nonetheless able to animate the characters, while reversing the usual asymmetric roles of storyteller and listener. The use of this device is a way for the listener to display his/her stance toward the events told by the storyteller. If the listener's stance is congruent with that of the storyteller, this reveals a high degree of affiliation between the participants. We present seventeen excerpts from a collection of 94 instances of Echo Reported Speech (ERS) which we examined using the concepts of alignment and affiliation in order to show how different kinds of convergent sequences are constructed. We demonstrate that this phenomenon is mainly used by the listener to align and affiliate with the storyteller by means of reformulative, enumerative, or overbidding ERS. We also show that in affiliative sequences, reported speech can be used by the listener in a humorous way in order to temporarily disalign. This disalignment constitutes a potential starting point for an oblique sequence, which, if accepted and continued by the storyteller, gives rise to a highly convergent sequence.

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Section: Results and Analysismentioning

confidence: 73%

Interactional convergence in conversational storytelling: when reported speech is a cue of alignment and/or affiliation

Guardiola

Bertrand

2013

Front. Psychol.

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“…Research on German and English has shown them to be produced at particular places in the ongoing tum, assumed to be marked by syntactic and prosodic cues (e.g. Lerner, 1996;Selting, 2000;Gardner, 2001;Kern, 2007). Barth-Weingarten (this volume) examines the placement and types of responses to extended turns-at-talk in American English.…”

Section: Organising and Maintaining Interactionmentioning

confidence: 99%

Where Prosody Meets Pragmatics: Research at the Interface

Wichmann¹,

Dehé²,

Barth-Weingarten³

2009

Where Prosody Meets Pragmatics

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Pragmatics is the study of utterance meaning, and it is well known that prosody-or, more informally, ' tone of voice'-can contribute crucially to that meaning. Pragmatic effects in speech are thus the product of both what is said and how it is said, and the two are inextricably linked. However, while many working in pragmatics are well aware of the important contribution of prosody, exactly how these effects are generated is harder to establish. A number of the ways in which prosody plays a pragmatic role are set out in t?is volume. It aims to give a cross-section of the many different topics and approaches within the field of prosody and its interface with pragmatics. Levinson (1983), in his textbook on pragmatics, acknowledged that the absence of prosody from his account, particularly intonation, was a serious omission, but justified the omission on two grounds: first that there was as yet no agreement on how to analyse intonation, and second that the area was understudied. Twenty-five years on, the American autosegmental model, captured in the ToBI transcription system, has become the international standard in intonational phonology (e.g. Ladd, 1996; Gussenhoven, 2004), and for typological comparison (Jun, 2005), but other models still continue to have currency, including variations of the British system ofholistic contours (fall, rise, fall-rise etc.). None, however, accounts sufficiently for all pragmatic effects of prosodywhich also derive from the kind of effects often referred to as paralinguistic. Levinson's second caveat, that the area was understudied, is easier to counter. Interest in the contribution of prosody to pragmatic meaning has grown markedly in the intervening decades, albeit in a fragmented way, and from a wide variety of theoretical perspectives. The scope of these developments depends on one's view of pragmatics. The Anglo-American approach

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“…the explanandum) and segment the information into smaller units; they also provide the recipients with the opportunity to acknowledge the new information; and they invite them to express understanding, ask a question, or simply signal the speaker to continue with the explanation (Keppler, 1989;Keppler & Luckmann, 1991;Kern, 2007). Intonation also plays an important role as a structural and interactional device: a final high pitch will signal potential continuation but also create sequential positions for minimal response (Schegloff, 1982); a final falling pitch signals turn ending and provides the opportunity for more elaborate responses such as follow-up questions; and a rising-to-mid pitch indicates that more is to come and thus does not invite response activities (Kern, 2007). In return, recipient response may signal understanding or 'following so far' by simply signalling the speaker to continue with her or his explanation (Keppler, 1989;Keppler & Luckmann, 1991;Kern, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Intonation also plays an important role as a structural and interactional device: a final high pitch will signal potential continuation but also create sequential positions for minimal response (Schegloff, 1982); a final falling pitch signals turn ending and provides the opportunity for more elaborate responses such as follow-up questions; and a rising-to-mid pitch indicates that more is to come and thus does not invite response activities (Kern, 2007). In return, recipient response may signal understanding or 'following so far' by simply signalling the speaker to continue with her or his explanation (Keppler, 1989;Keppler & Luckmann, 1991;Kern, 2007). Indeed, establishing and maintaining understanding throughout the ongoing interaction can be regarded as an important conversational task and a major premise for successful knowledge transmission.…”

Section: Introductionmentioning

confidence: 99%

Interactional and multimodal resources in children's game explanations

Kern

2020

RCSI

Self Cite

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This paper investigates how adults support pre-school children when accomplishing game explanations. Game explanations are ‘big packages’ that require specific discourse competences to establish local and global coherence. As explanations in general, they have the overall goal to distribute knowledge about a particular matter to the recipient(s). Analyses of explanations of 4-year-old children (n = 20) are presented who were asked to explain a board game to their caregiver. The following questions are addressed: (1) How do the caregivers support the children’s management of explaining the game by co-constructing global and local coherence? (2) What resources do the parents employ to maintain understanding throughout the explanation in order to support and ensure the transfer of knowledge? Analysis will concentrate on the adults’ multimodal practices to establish local and global coherence in the ongoing game explanations, and on their practices to achieve understanding on what the game is about and how it is played. The results will be discussed in relation to game explanations’ underlying function of stepwise knowledge transition, and with regard to developmental issues concerning the use of multimodal practices as scaffolding devices in situated talk.

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Prosody as a resource in children's game explanations: Some aspects of turn construction and recipiency

Cited by 74 publications

References 9 publications

Interactional convergence in conversational storytelling: when reported speech is a cue of alignment and/or affiliation

Interactional convergence in conversational storytelling: when reported speech is a cue of alignment and/or affiliation

Where Prosody Meets Pragmatics: Research at the Interface

Interactional and multimodal resources in children's game explanations

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