scholarly journals 3. Contextualizing “contextualization cues”

2003 ◽  
pp. 31-39 ◽  
Author(s):  
Stephen C. Levinson
Keyword(s):  
Contextualization Cues

Attitude Datives in Social Context – The Analytic Tools

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Social Context ◽  
Cognitive Grammar ◽  
Stage Model ◽  
Sociocultural Context ◽  
Present Material ◽  
Situational Context ◽  
Pragmatic Markers ◽  
Activity Types ◽  
Contextualization Cues

This chapter defines attitude datives as evaluative and relational pragmatic markers that allow the speaker to present material from a specific perspective and to invite the hearer to view the material from the same perspective. It identifies three types of context that are pertinent to the analysis of these datives. These are the sociocultural context (e.g., values, beliefs), the situational context (i.e., identities, activity types), and the co-textual context (e.g., contextualization cues). The chapter draws on Cognitive Grammar and Theory of Stance and puts forth a sociocognitive model called the stancetaking stage model. In this model, when a speaker uses an attitude dative construction, she directs her hearer’s attention to the main content of her message and instructs him to view this content through the attitude dative as a filter. In this sense, the attitude dative functions as a perspectivizer and the main content becomes a perspectivized thought.

Representing the ideal self

Pragmatics ◽  
2011 ◽  
Vol 21 (2) ◽  
pp. 191-211 ◽  
Author(s):  
Annette R. Harrison
Keyword(s):  
Personal Narratives ◽  
Ideal Self ◽  
Cultural Ideals ◽  
Person Reference ◽  
Multiple Frames ◽  
And Performance ◽  
The One ◽  
Contextualization Cues ◽  
States Of Knowledge ◽  
The Ideal

This study applies the concepts of frames and performance roles (Bauman and Briggs 1990; Bauman 1993; Goffman 1974) to represented speech in personal narratives of speakers of Fulfulde, a Niger-Congo language of the (West) Atlantic group. Contextualization cues such as verbal suffixes indicating voice and aspect, person reference and references to states of knowledge index the frame of interaction between storyteller and audience, the frame of the narrated story, and an enacted frame that recontextualizes events within the story world. These cues also signal performance roles within the frame, such as the addressing self, the principal and the animator. The multiple frames and performance roles indexed by represented speech allow the speaker to represent past and present selves, and more importantly, to make an implicit comparison between the states of knowledge at various points in time in the performance of the narrative. In this way, the speaker distributes responsibility, blame and praise across multiple depictions of the self such that the one most accessible to the audience is portrayed as a superior representation of cultural ideals.

On Joking Contexts: An Example of Stand-Up Comedy

2017 ◽  
Vol 30 (4) ◽  
Author(s):  
Ibukun Filani
Keyword(s):  
Shared Beliefs ◽  
Stand Up Comedy ◽  
Contextualization Cues

AbstractStudies on stand-up comedy and jokes have noted that context plays a major role in the generation and interpretation of jokes and humorous routines. However, these studies do not formalize the concept and what constitute it in joke exchanges. Focusing on Nigerian stand-up comedy, this study is aimed at conceptualizing and describing the contexts that could be found in joking exchanges. The study proposes two types: context-of-the-joke and context-in-the-joke. The context-of-the-joke is grounded in shared beliefs that exist between the participants-of-the-joke. The context-in-the-joke is characterized by features such as joke utterance, participants-in-the-joke (most especially the target) and activity-in-the-joke among others. These features make up the contextualization cues that the participants-of-the-joke (both the joke teller and recipient) use in joke generation and interpretation.

The polyphonic pastor

2019 ◽  
Vol 9 (3) ◽  
pp. 418-443
Author(s):  
Joshua Kraut
Keyword(s):  
Speech Rate ◽  
Reported Speech ◽  
Signaling Mechanisms ◽  
Constructed Dialogue ◽  
Knowledge Claims ◽  
Contextualization Cues ◽  
American Minister

Abstract The current study draws on insights from research on reported speech, or more accurately what Tannen (2007) calls “constructed dialogue” to elucidate its role as an argumentative device as observed in a journalistic interview with a prominent American minister. I explore diverse techniques the minister uses to marshal a multiplicity of respected voices – an impressive Bakhtinian polyphony – to defend faith. An important contribution of this study lies in its integration of what Gumperz (1977, 1982) calls “contextualization cues”, paralinguistic signaling mechanisms (stress, pitch, speech rate, etc.), and constructed dialogue as phenomena which function together. The study reveals how various contextualization cues embedded within constructed dialogue contribute to framing knowledge claims as reliable.

scholarly journals AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS

2012 ◽  
Vol 14 (2) ◽  
pp. 13-46 ◽  
Author(s):  
Rodrigo Drumond Vieira ◽  
Gregory J. Kelly ◽  
Silvania Sousa do Nascimento
Keyword(s):  
Activity Theory ◽  
Physics Education ◽  
Science Classroom ◽  
Analytic Framework ◽  
Science Classrooms ◽  
Different Types ◽  
Classroom Conversations ◽  
And Linguistics ◽  
Contextualization Cues ◽  
New Framework

In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

Linguistic strategies prompting interactions in recipes from Mandarin Chinese food blogs

2019 ◽  
Vol 39 (4) ◽  
pp. 489-510
Author(s):  
Chi-hua Hsiao
Keyword(s):  
Food Safety ◽  
Mandarin Chinese ◽  
Speech Acts ◽  
Online Community ◽  
Reported Speech ◽  
Social Phenomena ◽  
Linguistic Strategies ◽  
Research Questions ◽  
Contextualization Cues ◽  
Chinese Food

Abstract This study investigates linguistic strategies used in recipes from Mandarin Chinese food blogs that prompt interactions between writers and readers. Using analytical concepts such as contextualization cues and frames to analyze 122 recipes collected from five popular food blogs in Taiwan, this study explicates two research questions. First, what linguistic strategies do writers frequently employ as contextualization cues to prompt interactions from readers? Second, how do these contextualization cues help readers choose frames when responding to writers? The findings show that writers of popular food blogs often adopt three linguistic strategies to engage readers’ discussions on recipes: narrative orientations, speech acts, and direct reported speech from family members. Three implications arise from interactions in the context of food blogs. First, writers usually adopt manifold contextualization cues to establish the frames of recipes intended by them. Second, the ways writers and readers use language to discuss food and create coherent discourses on food construct food blogs in Taiwan as an online community. Finally, recipes may reflect social phenomena, i.e. in Taiwan, more and more people, especially female caregivers in their families who are concerned about health, started to cook after serious breaches of food safety.

scholarly journals Categories by Heart: Shortcut Reasoning in a Cardiology Clinic

2014 ◽  
Vol 4 (3) ◽  
Author(s):  
Katarina Jacobsson
Keyword(s):  
Cardiac Disease ◽  
Lower Risk ◽  
Lifestyle Factors ◽  
Epidemiological Research ◽  
Cardiology Clinic ◽  
Patient Groups ◽  
Field Notes ◽  
Contextualization Cues ◽  
Doctors And Nurses

This article examines the practice of doctors and nurses to invoke the categories of age, sex, class, ethnicity, and/or lifestyle factors when discussing individual patients and patient groups. In what situations are such references explicitly made, and what does this practice accomplish? The material consists of field notes from a cardiology clinic in Sweden, and a theory of descriptive practice guided the analysis. When professionals describe patients, discuss decisions, or explain why a patient is ill, age, sex, class, ethnicity, and/or lifestyle serve as contextualization cues, often including widespread results from epidemiological research about groups of patients at higher or lower risk for cardiac disease. These categories work as shortcut reasoning to nudge interpretations in a certain direction, legitimize decisions, and strengthen arguments. In general, studying the descriptions of patients/clients/students provides an entrance to professional methods of reasoning, including their implicit moral assumptions.

Contextualization cues in the classroom: Discourse regulation and social control functions

1990 ◽  
Vol 19 (3) ◽  
pp. 379-402 ◽  
Author(s):  
Donald W. Dorr-Bremme
Keyword(s):  
Social Control ◽  
Social Order ◽  
Classroom Discourse ◽  
Primary Grade ◽  
Daily Group ◽  
Control Functions ◽  
The Social ◽  
Powerful Means ◽  
Contextualization Cues ◽  
Grade Classroom

ABSTRACTUnder certain circumstances, contextualization cues become powerful means of achieving social order. The social organization of a daily group meeting in an American primary grade classroom is closely examined. Participants recurrently generate certain contexts within the meeting in varying sequence from day to day. Transitions from one to another regularly occur smoothly and unremarkably as interaction unfolds. On some occasions, however, this does not happen. Order breaks down, and the teacher and students implicitly negotiate what the context will be. On the surface, these contrasting patterns seem to arise unpredictably as students choose either to “behave” or “misbehave.” That is how the teacher accounts for them. Nevertheless, a closer analysis shows that they are explainable with reference to some subtle contextualization cues that the teacher, without being consciously aware of it, routinely provides but occasionally omits at context boundaries. Students routinely act on the presence and absence of these cues, which thus become a tacit, jointly constructed means of discourse regulation and social control. Their inadvertant “omission” becomes a recurrent source of interactional trouble. (Context, contextualization cues, classroom discourse, ethnography of speaking)

Sign in / Sign up

Export Citation Format

Share Document