scholarly journals When Gesture “Takes Over”: Speech-Embedded Nonverbal Depictions in Multimodal Interaction

2021 ◽  
Vol 11 ◽  
Author(s):  
Hui-Chieh Hsu ◽  
Geert Brône ◽  
Kurt Feyaerts
Keyword(s):  
Empirical Data ◽  
Language Use ◽  
Multimodal Interaction ◽  
Real Life ◽  
Vantage Point ◽  
Talk Shows ◽  
Theoretical Significance ◽  
Iconic Language

The framework of depicting put forward byClark (2016)offers a schematic vantage point from which to examine iconic language use. Confronting the framework with empirical data, we consider some of its key theoretical notions. Crucially, by reconceptualizing the typology of depictions, we identify an overlooked domain in the literature: “speech-embedded nonverbal depictions,” namely cases where meaning is communicated iconically, nonverbally, and without simultaneously co-occurring speech. In addition to contextualizing the phenomenon in relation to existing research, we demonstrate, with examples from American TV talk shows, how such depictions function in real-life language use, offering a brief sketch of their complexities and arguing also for their theoretical significance.

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

scholarly journals Problematising the restoration of trust through transparency: Focusing on quoting

Journalism ◽  
2020 ◽  
pp. 146488492093423
Author(s):  
Lauri Haapanen
Keyword(s):  
Decision Making ◽  
Impression Management ◽  
Empirical Data ◽  
Language Use ◽  
News Item ◽  
Fundamental Change ◽  
Positive Effects ◽  
Normative Considerations ◽  
Opening Up ◽  
Linguistic Process

Transparency is seen as a panacea for a major problem facing journalism and journalists today, that is, the loss of trust and credibility. However, the scholarly literature has focused primarily on normative considerations, without providing much empirical data that could confirm what are widely assumed to be the positive effects of transparency. In this paper, I argue, first, that editorial texts, in their various manifestations, are the most potent of the various established means of displaying transparency for opening up the production of news item. However, I then draw on my linguistic, process-focused research on quoting and highlight challenges this process creates for the use of editorial texts in the pursuit of transparency. It turns out that conveying the essentials of decision-making that occurs during newswriting requires profound understanding and awareness of the interplay between modalities, co-texts and contexts of language use. Finally, implementing the norm of transparency has allegedly led to the transformation of a well-intentioned goal into an institutional myth, leading journalists – constrained, for example, by the mechanism of impression management – to disclose only socially acceptable practices. Therefore, I conclude by arguing for transdisciplinary research in which scholars research ‘on, for and with’ (Perrin, 2018) other stakeholders in order to bring about a fundamental change in the culture of transparency in journalism.

Corpus Linguistics and Second Language Acquisition – the use of ACORN in the teaching of Spanish Grammar

2010 ◽  
Vol 55 (1) ◽  
Author(s):  
Guadalupe Ruiz Yepes ◽  
Ramesh Krishnamurthy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Potential Role ◽  
Real Life ◽  
Grammar Teaching ◽  
Real Language ◽  
Authentic Language

AbstractWith increasing demands for the use of authentic language in the teaching of a second language, the potential role of corpora has been an important issue of discussion in the last two decades. Corpora have helped to reveal patterns of real language use and uncovered discrepancies between the language portrayed in textbooks and the language used in real life.This article focuses on corpus-driven as well as corpus-based grammar teaching, summarising the experience of applying ACORN (the Aston Corpus Network) in the teaching of Spanish Grammar to students in the School of Languages and Social Sciences at Aston University. Our main goals were to show the students a large number of examples taken from authentic language texts, in order to support the grammar explained in class, and to provide them with a very useful resource that they can use while writing essays, preparing for exams, etc.

scholarly journals From Child-Robot Interaction to Child-Robot-Therapist Interaction: A Case Study in Autism

2012 ◽  
Vol 9 (2) ◽  
pp. 173-179 ◽  
Author(s):  
I. Giannopulu ◽  
G. Pradel
Keyword(s):  
Social Communication ◽  
Positive Emotion ◽  
Brain Activity ◽  
Multimodal Interaction ◽  
Real Life ◽  
Robot Interaction ◽  
Social And Emotional ◽  
Child Interaction ◽  
Fundamental Part

Troubles in social communication as well as deficits in the cognitive treatment of emotions are supposed to be a fundamental part of autism. We present a case study based on multimodal interaction between a mobile robot and a child with autism in spontaneous, free game play. This case study tells us that the robot mediates the interaction between the autistic child and therapist once the robot-child interaction has been established. In addition, the child uses the robot as a mediator to express positive emotion playing with the therapist. It is thought that the three-pronged interaction i.e., child-robot-therapist could better facilitate the transfer of social and emotional abilities to real life settings. Robot therapy has a high potential to improve the condition of brain activity in autistic children.

Seeking asylum and seeking identity in a mediated encounter

Interpreting ◽  
2009 ◽  
Vol 11 (1) ◽  
pp. 57-93 ◽  
Author(s):  
Raffaela Merlini
Keyword(s):  
Professional Practice ◽  
Service Provider ◽  
Asylum Seeker ◽  
Real Life ◽  
Vantage Point ◽  
Cultural Mediation ◽  
French Speaking ◽  
Italian City ◽  
Italian Context ◽  
High Degree

The paper explores the professional practice of “cultural mediation” in the Italian context. This activity is taken here as a vantage point from which the dynamics of identity projections can be observed, as they emerge from a real-life interaction. The analysis is carried out on a recorded and transcribed encounter involving three participants: a service provider working for a Foreigners Advice Bureau run by the municipal authorities of a major Italian city; a French-speaking asylum seeker from Cameroon; and a Moroccan mediator. The encounter is characterised by a high degree of interactional heterogeneity; triadic configurations where the mediator acts as “interpreter” alternate with parallel conversations and with long dyadic exchanges between the mediator and the service user, in the absence of the service provider. Within this changeable participation framework, the interlocutors’ discursive choices are closely examined. The theoretical framework brings together two complementary paradigms, a linguistic-interactional and a socio-psychological one. The resulting discussion, which revolves around the concepts of “role”, “discourse”, “position” and “narrative”, reveals cultural mediation as an area of instability, where competing identities are interactively constructed and reconstructed.

scholarly journals Fostering Citizenship and English Language Competences in Teenagers Through Task-Based Instruction

2021 ◽  
Vol 23 (2) ◽  
pp. 103-120
Author(s):  
Yanilis Romero ◽  
Adriana Pérez
Keyword(s):  
Data Collection ◽  
Civic Engagement ◽  
Research Method ◽  
English Language ◽  
Language Use ◽  
Real Life ◽  
Life Tasks ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Social Components

This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

scholarly journals THE STUDY OF THE HUNGARIAN LANGUAGE USE IN SLOVAK SECONDARY SCHOOLS

2020 ◽  
Vol 14 (3) ◽  
pp. 411-417
Author(s):  
Angelika Gál
Keyword(s):  
Secondary Schools ◽  
Empirical Data ◽  
Language Use ◽  
Linguistic Data ◽  
The Past ◽  
Hungarian Language

The variety of Hungarian spoken in Slovakia is widely used in elevated functions, since it is the language of culture, and several areas of education [Lanstyák 1996; Šenkár 2019; Tóth 2019; Németh 2020; Vančo 2020] despite the fact that the curricula are based on the Hungary Hungarian standard [Kozmács-Vančo 2016]. István Lanstyák conducted a study in 2000 to explore the differences between the use of the Hungarian language in Slovakia and Hungary. The aim of the present paper is to examine how language use in Slovakia and Hungary has changed over the past two decades: it updates the previous data and investigates to what extent Hungarian language use has changed and what the reasons for these changes are. Empirical data were collected using a questionnaire. In order to provide data comparable to earlier findings, it was put together based on a previous questionnaire by István Lanstyák and Gizella Szabómihály [1997], which they compiled at the end of the 1990’s to collect the linguistic data they later analyzed in a monograph entitled A magyar nyelv Szlovákiában (‘The Hungarian language in Slovakia’) [Lanstyák 2000]. This original questionnaire was revised and updated according to the cultural and communicational changes which have taken place since then.

scholarly journals Professionalization and trust in public sector interpreting.

2016 ◽  
Vol 5 ◽  
pp. 56 ◽  
Author(s):  
Hanne Skaaden
Keyword(s):  
Public Sector ◽  
Empirical Data ◽  
Vantage Point ◽  
Professional Status ◽  
The Public ◽  
Sociology Of Professions ◽  
Organizational Aspect ◽  
Exercise Of Discretion ◽  
Blended Course

<p>This article approaches interpreting in the public sector or “community” from the vantage point of the sociology of professions. The aim is to examine the interpreter function in light of the process of professionalization and concepts such as professional trust and the exercise of discretion. How well<br />does the interpreter function fulfill the criteria of being a profession? What is holding the process of professionalization back? In exploring these issues, I observe the interpreter function through the prism of a model of professionalization outlined by a group of Scandinavian sociologists (Molander &amp;<br />Terum, 2008; Grimen 2008ab; Grimen &amp; Molander, 2008). The model divides professionalization into performative and organizational aspects. What is the professional status of the interpreter in the public sector in terms of these aspects? The empirical data originate from chat discussions where students<br />with different working languages (WL) who are going through a blended course (30 ECTS) on interpreting, discuss issues of professionalization. The analysis shows that the interpreter function fulfills the criteria of the performative aspect, while the organizational aspect is less developed.</p>

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