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Multiparty interaction: A multimodal perspective on relevance
Abstract
This article investigates a multiparty interaction in an accounting office by applying a multimodal approach to discourse (Norris, 2004a). This approach allows the incorporation of all relevant communicative modes and is based on the following three notions: 1) the notion of mediated action; 2) the notion of modal density; and 3) the notion of a foreground– background continuum of attention/awareness. The article illustrates that a social actor in a multiparty interaction simultaneously co-constructs several higher-level actions with the various participants on different levels of their attention/awareness. On a theoretical level, the article argues that traditional approaches to discourse analysis, with their unconditional focus on language as the primary mode, misconstrue the multiple higher-level actions that a social actor is engaged in simultaneously as dyadic or triadic interactions in quick succession.
... 2 Gêneros Discursivos: por trajetórias multimodais e críticas Nesta seção, propomos um caminho teórico que explicite a noção de gêneros discursivos adotada neste trabalho, a qual é resultante da confluência entre as vertentes sócio-histórica, dialógica (BAKHTIN, 2010(BAKHTIN, [1992), sociorretórica, pragmático-cultural (MILLER, 1984;BAZERMAN, 2004), interacionista e sociodiscursiva (DOLZ; SCHNEUWLY, 1996;BRONCKART, 2007BRONCKART, [1999, 2001); e perspective tal noção por trajetórias multimodais e críticas, considerando-se o debate concernente à análise interacional multimodal (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009, 2014) e à pedagogia dos multiletramentos (THE NEW LONDON GROUP, 1996). ...
... Mesmo não sendo tão comum a escrita de cartas de leitor, a experiência de leitura transcende decodificar, compreender e interpretar textos, dado que, de alguma forma, (re)agimos à leitura, seja nas avaliações que intimamente fazemos, seja nos comentários com terceiros/as. O terceiro é a ação mediada, que inclui ações de nível superior (maior unidade de sentido), ações de nível inferior (menor unidade de sentido) e ações congeladas (ações anteriores ou objetos que podem ser mencionados em dada interação) (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009(NORRIS, ], 2014. O quarto é a densidade modal, que é, em um texto, construída (i) pela intensidade modal, que, por empréstimo da física, é associada à massa por unidade de volume (densidade); e (ii) pela complexidade modal, que, por empréstimo da química, é associada à combinação de substâncias (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009(NORRIS, ], 2014. ...
... O terceiro é a ação mediada, que inclui ações de nível superior (maior unidade de sentido), ações de nível inferior (menor unidade de sentido) e ações congeladas (ações anteriores ou objetos que podem ser mencionados em dada interação) (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009(NORRIS, ], 2014. O quarto é a densidade modal, que é, em um texto, construída (i) pela intensidade modal, que, por empréstimo da física, é associada à massa por unidade de volume (densidade); e (ii) pela complexidade modal, que, por empréstimo da química, é associada à combinação de substâncias (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009(NORRIS, ], 2014. O quinto é a relação entre densidade modal, ações de nível superior e níveis de atenção, de modo que as maiores densidades modais percebidas nas ações de nível superior estão diretamente relacionadas ao nível de atenção/consciência do/a interagente (NORRIS, 2004(NORRIS, , 2006(NORRIS, , 2011(NORRIS, [2009(NORRIS, ], 2014. ...
Neste trabalho, objetivamos propor, a partir de uma análise documental, um esboço de sequência didática planejado para o ensino de Língua Portuguesa que, em articulação com competências da prova de redação do Exame Nacional do Ensino Médio (ENEM) – sobretudo com a Competência 2 – e com competências da BNCC, explore o texto (multissemiótico e crítico) como objeto pedagógico. Sob forte inspiração das competências emancipadoras e críticas da BNCC, defendemos, no âmbito teórico, a importância de práticas pedagógicas que sensibilizem o/a estudante para um olhar multissemiótico e crítico em direção aos gêneros discursivos. No âmbito metodológico, realizamos a análise documental da BNCC e da Competência 2 da prova de redação do ENEM, divulgada pela “Cartilha do Participante”, com o intuito de propormos, no âmbito analítico, uma sequência didática. Logo, propusemos uma sequência didática com o gênero discursivo artigo de opinião e fizemos algumas analogias com a escrita da dissertação escolar. Por fim, acreditamos ser salutar fomentarmos práticas pedagógicas ancoradas a gêneros discursivos presentes em nossas práticas socioculturais mais diversas, a fim de que tenhamos sempre sujeitos autorais, críticos e protagonistas do próprio dizer.
... Ela reconstituiu esta competência de forma reflexiva, articulando processos inéditos para ela de significação não verbal; RB pôde ressignificar sua prática para aprender de novo e de outro jeito as semioses que categorizam o estilo ao qual ela se dedicava muito, o funk, sendo assim competente novamente, gerando e fazendo emergir semioses coocorrentes originais (para ela e seu corpo) e adequadas a essa forma de dançar. A atuadora não desistiu, adquiriu outra maneira de dançar, não somente porque a travessia para uma nova forma de mover seu corpo estava mais "decifrada" para ela, porém porque quando treinamos nossa cognição/mente incorporada (embodiment), o nosso equipamento, como um todo, responderá -de um jeito ou de outro -semiológica e coerentemente, aos estímulos provocados pelo treino, aos gatilhos psicofísicos (Minnick, 2018) (2006), como atentar-se para a pressão e o peso das roupas que se veste (figurino), até para ações de "nível modal mais alto" (Norris, 2006), como atentar para a forma e escolha dos gestos e palavras (texto verbal e não verbal), para as sombras e os reflexos, para o olhar do parceiro e para a escolha da direção do seu próprio olhar, para o jeito como ele move as mãos, atentar para um pensamento que ocorre enquanto a cena transcorre e julgar se tal pensamento é relevante e, até, para o "espírito" da encenação e seu contexto (Calligaris, 2016, p.55 (2003, p. 90-116) que discorre sobre a sincronia dos múltiplos sistemas semióticos em funcionamento nas interações cotidianas, como a movimentação de corpos e olhares na dinâmica das interações, sobre a multimodalidade 19 e a "corporificação" ...
... Tanto as semioses verbais quanto as não verbais acontecem num ambiente multimodal criado criticamente, ou seja, onde fala, gesto, ações, mímica, olhares e movimentos vários (de luz, sonoplastia, cenário, além do movimento corporal) acontecem de forma pensada, previamente estabelecidos de forma dramatúrgica através de critérios estéticos (Calligaris, 2016, p. 46 Norris (2006), por exemplo, oferece-me: ...
... Essa perspectiva permitiu-me investigar a negociação do significado entre atuadoras em uma interação mediada por mais de um modo peformativo. Norris (2006) discute que a distinção entre ação mediada e a interação face a face não é possível de ser delimitada. Sua proposta de investigação está centrada nas interações em tempo real filmadas. ...
Este artigo reflete sobre o ato teatral performativo e a coocorrência de semioses verbais e não verbais em contextos de afasia. A reconstituição de semioses multimodais pela afásica, não na ausência da afasia, mas na presença da afasia. Investiga a noção de densidade modal das semioses que se interconectam, visando salientar que elas são: distintas; que sua relevância na construção do sentido depende do recurso multimodal, da capacidade oral e motora da afásica, de recursos mais convocados e recorrentes na cena, do contexto de produção do sentido. Aprofunda interesses teóricos, estéticos, metodológicos e práticos acerca da encenação performativa com pessoas afásicas a fim de desenvolver um campo de estudos que contribua com as práticas e pedagogias de criação nas artes da cena.
... The modal density foreground-background continuum (Norris, 2004(Norris, , 2006 was specifically designed to study participants' attention to or awareness of their concurrent (inter)actions. As such, this constituted a suitable framework for the multimodal interaction analysis in this study. ...
... As such, this constituted a suitable framework for the multimodal interaction analysis in this study. However, in order to study participants' attention or awareness level, researchers first need to identify how doctors, patients, and interpreters engage in different actions and relate to each other in interaction by means of verbal and nonverbal semiotic resources (e.g., gaze and body orientation) (Norris, 2004(Norris, , 2006. The A(ctions) and R(atification) components of the A.R.T. framework (Krystallidou, 2016) was specifically designed to study these aspects of the interpreter-mediated interaction. ...
... The A.R.T. framework (Krystallidou, 2016) itself draws on notions of Goffman's ratification process (1981) and Goodwin's participation and engagement frameworks (1981). In the past, the A and R-components of the A.R.T. framework (Krystallidou, 2016) has been successfully combined with the modal density foreground background continuum (Norris, 2004(Norris, , 2006 to study participants' multimodal interaction and awareness or attention levels in IMCs (Krystallidou, 2014). As such, the combination of these two multimodal frameworks was an appropriate approach to investigate participants' empathic interaction from a multimodal perspective. ...
... Modal density foregroundbackground continuum (Norris, 2004(Norris, , 2006 as used in IMCs (Krystallidou, 2014) Participants' levels of awareness of/attention to their own and others' actions in the context of EC Theys, L., Nuyts, L., Pype, P., Pype, W., Wermuth, C., . The Empathic Communication Analytical Framework (ECAF): A multimodal perspective on empathic communication in interpreter-mediated consultations. ...
... Modal density then refers to the (intensity of the) interplay of modes that a participant uses to perform a certain (inter)action in the context of EC. The level of modal density indicates participants' levels of attention to or awareness of a certain (inter)action (Norris, 2004(Norris, , 2006. In other words, the higher the modal density in a participant's action, the more in the foreground that action is placed in that participant's consciousness. ...
... At the level 3 analysis, we took speech as the primary mode of communication and assigned double value when coding the modal density of participants' (inter)actions, similarly to Norris (2006). This decision was made based on our use of the ECCS coding system as a means of identifying the context of EC in their verbal inaction in the level 1 analysis (Bylund & Makoul, 2002. ...
Empathic communication (EC) in healthcare occurs when patients express empathic opportunities, such as emotions, to which doctors respond empathically. This interactional process during which participants try to achieve specific communicative goals (e.g., seeking and displaying empathy) serves as a context in which doctors and patients perform verbal and nonverbal actions and collaboratively co-construct meaning. This applies to interpreter-mediated consultations (IMCs) too, where interpreters perform additional actions of a similar kind. However, there is a dearth of research on the ways in which participants perform these actions in the context of EC, and how these actions in turn help (re)shape the context of EC in IMCs (Theys et al., 2020). To date, any tools for studying EC investigate participants’ actions in isolation, without studying them in the context of EC or in relation to the participants’ awareness of their own and others’ ongoing interactions. In this article, we present the Empathic Communication Analytical Framework (ECAF). The tool draws on valid, complementary analytical tools that allow for a fine-grained, three-level multimodal analysis of interactions. The first level of analysis allows for instances of EC in spoken language IMCs to be identified and for participants’ verbal actions in the context of EC to be studied. The second level allows analysts to investigate participants’ verbal and nonverbal actions in the previously identified context of EC. The third level of analysis links the participants’ concurrent verbal and nonverbal (inter)actions to their levels of attention and awareness and shows how participants’ actions are shaped and in turn help to reshape the context of EC in IMCs. In this article, we present the various levels of the ECAF framework, discuss its application to real-life data, and adopt a critical stance towards its affordances and limitations by looking into one excerpt of EC in IMCs. It is shown that the three distinct yet interconnected levels of analysis in the ECAF framework allow participants’ concurrent multimodal interactions in the context of EC to be studied.
... Participants' levels of awareness of/attention to their own and others' (Norris, 2004(Norris, , 2006 as used in IMCs (Krystallidou, 2014) actions in the context of EC ...
... Modal density then refers to the (intensity of the) interplay of modes that a participant uses to perform a certain (inter)action in the context of EC. The level of modal density indicates participants' levels of attention to or awareness of a certain (inter)action (Norris, 2004(Norris, , 2006. In other words, the higher the modal density in a participant's action, the more in the foreground that action is placed in that participant's consciousness. ...
... At the level 3 analysis, we took speech as the primary mode of communication and assigned double value when coding the modal density of participants' (inter)actions, similarly to Norris (2006). This decision was made based on our use of the ECCS coding system as a means of identifying the context of EC in their verbal inaction in the level 1 analysis (Bylund & Makoul, 2002. ...
Empathic communication (EC) in healthcare occurs when patients express empathic opportunities, such as emotions, to which doctors respond empathically. This interactional process during which participants try to achieve specific communicative goals (e.g., seeking and displaying empathy) serves as a context in which doctors and patients perform verbal and nonverbal actions and collaboratively co-construct meaning. This applies to interpreter-mediated consultations (IMCs) too, where interpreters perform additional actions of a similar kind. However, there is a dearth of research on the ways in which participants perform these actions in the context of EC, and how these actions in turn help (re)shape the context of EC in IMCs (Theys et al., 2020). To date, any tools for studying EC investigate participants' actions in isolation, without studying them in the context of EC or in relation to the participants' awareness of their own and others' ongoing interactions. In this article, we present the Empathic Communication Analytical Framework (ECAF). The tool draws on valid, complementary analytical tools that allow for a fine-grained, three-level multimodal analysis of interactions. The first level of analysis allows for instances of EC in spoken language IMCs to be identified and for participants' verbal actions in the context of EC to be studied. The second level allows analysts to investigate participants' verbal and nonverbal actions in the previously identified context of EC. The third level of analysis links the participants' concurrent verbal and nonverbal (inter)actions to their levels of attention and awareness and shows how participants' actions are shaped and in turn help to reshape the context of EC in IMCs. In this article, we present the various levels of the ECAF framework, discuss its application to real-life data, and adopt a critical stance towards its affordances and limitations by looking into one excerpt of EC in IMCs. It is shown that the three distinct yet interconnected levels of analysis in the ECAF framework allow participants' concurrent multimodal interactions in the context of EC to be studied.
... Assim, se entendermos que a língua é um dos modos semióticos presentes em nossos processos comunicacionais, elafunciona em conjunto, de forma complementar e equânime,com outras formas de significação (NORRIS, 2006),realidade que torna, então, fundamental a realização de análises que levem em conta os diversos modos que constituem a comunicação. Ao pensarmos nos vídeos objetos deste artigo, notaremos que há uma série de elementos significativos que podem ser analisados. ...
... Acreditamos, assim, que o primeiro passo para verificar tal hipótese é analisar a forma como os significados são construídos nesses textos, tentando, assim, compreender quais são os arranjos semióticos ali presentes. Para tanto, procuramos discutir aqui, brevemente, o conceito e aplicação do midiativismo(BRAIGHI; CÂMARA, 2018;DI FELICE, 2018;MATTONI, 2013), principalmente considerando a Internet como um importante suporte e meio para ampliação desses ativismos; os aspectos multimodais que compõem os vídeos, como som, voz, gestos, posturas, olhares, dentre outros modos que se portam como meio; e a linguagem utilizada pelos midiativistas (BURN, 2016;IEDEMA, 2004;MACHIN;NORRIS, 2002NORRIS, , 2004NORRIS, , 2006O'HALLORAN, 2004;WEST, 2016). ...
... Para realizar uma análise do discurso multimodal, devemos levar em consideração o contexto em que ele está inserido e suas interações, enquanto um componente de uma ação social, construindo significados e estruturando o discurso e as diversas escolhas realizadas (KRESS, 2016;NORRIS, 2002;. Esse modelo é profundamente relacionado ao contexto como elemento condicionador da criação textual e pode seruma relevante ferramenta para compreendermos a condição de produção do discurso digital audiovisual, ou seja, os vídeos que são veiculados no ciberespaço enquanto produtos discursivos complexos (NORRIS, 2006). Nesses termos, os vídeos seriam textos semioticamente complexos, com possibilidades de significação que permitem diferentes sentidos construídos e escolhas de ações múltiplas em uma série de modos de linguagem. ...
Na abertura ao esforço da significação que vem do outro, trabalhando, esburacando, amarrotando, recortando o texto, incorporando-o em nós, destruindo-o, contribuímos para erigir a paisagem de sentido que nos habita(LÉVY, 1996: 37). Resumo: Este artigo tem por objetivo estudar a construção de sentidos em dois vídeos publicados pelo canal ativista LGBT+ "Muro Pequeno" na plataforma de vídeos YouTube, buscando compreender como os diferentes modos de linguagem compõem o amálgama de significados que constituem tais peças. Nossas bases teóricas estão na Análise Multimodal do Discurso (KRESS, 2012) e na definição de midiativismo (MATTONI, 2013). As peças audiovisuais foram colhidas na página oficial do canal, sendo analisadas de forma a compreender a relação entre voz, cenário, postura e olhar. Os resultados parecem demonstrar 1 É professor da Universidade Estadual de Campinas (UNICAMP), atuando na graduação (Letras) e na pós-graduação (PPG em Linguística Aplicada).
... Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peerto-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004(Norris, , 2006 and the notion of "semiotic initiators and responders", it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework. ...
... Finally, with respect to the insights pertaining to mediation with navigational resources we understand that learners' non-use of the navigational resources and lack of attention to the pop-up "Time Up!"/"close" suggest that some learners appear to prefer to control the task conditions (controlling their own time and navigational moves). This highlights Norris's (2006Norris's ( , 2016 notion of simultaneous awareness/attention. By not paying attention to certain resources during the process of oral task completion learners are intentionally backgrounding their importance as they carry out the task orally and simultaneously. ...
... We now present the following framework that summarises the findings and draws on Norris's (2004Norris's ( , 2006 notion of higher-level and lower-level actions to highlight how actions in the mediation process can be conceptualised as having two distinct but entwined goals in which the learners' actions appeared to be directed towards Figure 5. The higher-level actions, as large-scale actions that learners achieved in the task process, were the completion of the pedagogical task and the management of the Tandem tool. ...
Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.
... En este trabajo nos proponemos, en primer lugar, presentar una definición de indireccionalidad desde una perspectiva estratégico-funcional (Menéndez, 2006(Menéndez, , 2010 y multimodal (Goodwin, 2000(Goodwin, , 2003Jewitt, 2009;Kress, 1997Kress, , 2009Norris, 2004Norris, , 2006Norris, , 2009 que se diferencia en aspectos puntuales de las desarrolladas hasta el momento. Esta definición nos permitirá, en segundo lugar, fundamentar la importancia de su aplicación didáctica en la enseñanza de ELSE. ...
... Además, nuestra perspectiva se define como funcional ya que concibe el lenguaje como una herramienta de comunicación y considera que todo lenguaje es lenguaje en uso, utilizado en situaciones concretas y específicas, en contraposición al análisis de fragmentos de lenguaje aislados o descontextualizados. Por último, nuestra perspectiva es multimodal puesto que sostiene que el lenguaje verbal es un recurso poderoso en la construcción de los significados, pero no el único (Goodwin 2000(Goodwin , 2003Jewitt 2009;Kress 1997Kress , 2009Norris 2004Norris , 2006Norris , 2009). En efecto, otros sistemas semióticos complementan los procesos de significación social, tales como la entonación, la gestualidad, la mirada y la proxemia. ...
... Los elementos designados tradicionalmente como no verbales se ubicaron en un lugar secundario o subordinado. En este trabajo, sostenemos que los significados se realizan multimodalmente (Goodwin 1981(Goodwin , 2000Jewitt 2009;Kress 1997Kress , 2009Norris 2004Norris , 2006Norris , 2009), a partir de la combinación de diferentes recursos semióticos (mirada, proxemia, gestualidad, lenguaje verbal). Esta combinación no admite un desdoblamiento entre lo dicho verbalmente y lo expresado a través de otros recursos semióticos. ...
El objetivo de este artículo es presentar una definición de indireccionalidad en tanto fenómeno discursivo e interaccional y discutir la pertinencia de su incorporación en la clase de Español como Lengua Segunda y Extranjera (ELSE). Este fenómeno, de carácter gradual, se representa a través de una escala que permite evaluar el grado de indireccionalidad de toda estrategia discursiva en relación con el tipo de interpretación con la que se encuentra asociado. A partir de la aplicación de una propuesta de actividad didáctica en cuatro experiencias de clase, intentamos mostrar la relevancia de la indireccionalidad en la enseñanza del español rioplatense. Para ello apelamos a su ejemplificación a través de escenas provenientes de películas argentinas que nos proveen de acciones comunicativas debidamente contextualizadas y enmarcadas en contextos socioculturales concretos y variados.
... Simultaneously, a methodological framework prioritizing mediation, given the inextricable effect of mediating technologies is directly congruent with the technological specificities of these new interaction types. While a complete explication of Multimodal Mediated Theory and Multimodal Interaction Analysis (Norris 2004(Norris , 2006(Norris , 2009(Norris , 2011(Norris , 2013Pirini 2014) is beyond the scope of a single article, below I detail some central methodological tools which are directly pertinent to the discussion which follows. ...
... Approaching the study of familial interaction through contemporary video-conferencing software and technologies from a Multimodal Mediated Theory perspective (Norris 2004(Norris , 2011(Norris , 2013(Norris , 2014Author 2013;Author et al. 2015); and employing Multimodal (Inter)action Analysis (MIA) (Norris 2004(Norris , 2006(Norris , 2009(Norris , 2011(Norris , 2013Pirini 2014) as a methodological framework has a number of distinct advantages. MIA provides an explicit framework for the analysis of verbal and non-verbal communication without overtly prioritising any single mode a priori (Norris 2004(Norris , 2011. ...
... Extending this notion to accommodate for the multiple loci of attention which can and do manifest in a site of engagement, Norris (2011, p. 45) explains that a site of engagement is best defined as: the real-time window opened through the intersection of social practice(s) and mediational means that makes that lower (or higher) level action the focal point of attention of the relevant participants, and radiates from there encompassing the intersection of practices and mediational means that make those lower-or higher-level actions the less focused or un-focused points of attention of the relevant participants. (Emphasis Original) Acknowledging that social actors can and do have varying loci of attention and awareness during interaction, Norris (2006Norris ( , 2011 introduced the notion of modal density which is exemplified through modal intensity or complexity and is indicative of a social actor's attention/awareness of any mediated action or complex thereof. The analysis of modal density can facilitate the explication of the ways in which attention or awareness is distributed in any site of engagement and thus provides insights regarding these distributions in multi-party interactions (Norris 2006). ...
This article provides a preliminary answer to exactly why video-conferencing is evaluated as better than traditional telephony for long-distance familial interaction by allocating analytical attention to the showing of objects during interaction. While it is acknowledged that ‘showing’ constitutes an interactive move less contingent on linguistic maturation, more importantly, the showing of objects, artefacts or entities during video-conferencing interactions exemplifies an agentive and volitional production of identity elements on behalf of young children. Thus, while some have pointed to shortcomings of conversation-like activities mediated by video-conferencing in favour for more activity-driven tasks, I make a case for drawing upon pre-existing components of the material surround as a means to more comprehensively and longitudinally engage younger children in video-conferencing interaction.
... Entendemos que el concepto de indireccionalidad no es discreto, es decir opositivo, sino gradual, por lo tanto, proponemos analizarlo de acuerdo a una escala que parte de un grado 0 y que contempla, además, un grado 1 y un grado 2. Las interacciones que seleccionamos para ejemplificar cada uno de los grados pertenecen a escenas de películas argentinas. Para realizar el análisis, tomamos algunos conceptos de la sociolingüística interaccional (Gumperz, 1982(Gumperz, , 1996(Gumperz, , 2000(Gumperz, , 2003 y los reinterpretamos a partir de la propuesta de la multimodalidad interaccional (Norris, 2004(Norris, , 2006(Norris, , 2009(Norris, , 2011. ...
... Entendemos que el concepto de indireccionalidad no es discreto, es decir opositivo, sino gradual, por lo tanto, proponemos analizarlo de acuerdo a una escala que parte de un grado 0 y que contempla, además, un grado 1 y un grado 2. Las interacciones que seleccionamos para ejemplificar cada uno de los grados pertenecen a escenas de películas argentinas. Para realizar el análisis, tomamos algunos conceptos de la sociolingüística interaccional (Gumperz, 1982(Gumperz, , 1996(Gumperz, , 2000(Gumperz, , 2003 y los reinterpretamos a partir de la propuesta de la multimodalidad interaccional (Norris, 2004(Norris, , 2006(Norris, , 2009(Norris, , 2011. ...
... Entendemos que el concepto de indireccionalidad no es discreto, es decir opositivo, sino gradual, por lo tanto, proponemos analizarlo de acuerdo a una escala que parte de un grado 0 y que contempla, además, un grado 1 y un grado 2. Las interacciones que seleccionamos para ejemplificar cada uno de los grados pertenecen a escenas de películas argentinas. Para realizar el análisis, tomamos algunos conceptos de la sociolingüística interaccional (Gumperz, 1982(Gumperz, , 1996(Gumperz, , 2000(Gumperz, , 2003 y los reinterpretamos a partir de la propuesta de la multimodalidad interaccional (Norris, 2004(Norris, , 2006(Norris, , 2009(Norris, , 2011. ...
En la interacción conversacional cara a cara intervienen diversos factores (lingüísti-cos, sociales, culturales) que se combinan y dan lugar a la construcción de significadosinteraccionales. Estos significados no preexisten a la interacción, 1 sino que son materiade negociación entre sus participantes. El objetivo principal que nos proponemosen este artículo consiste en definir y ejemplificar uno de los fenómenos discursivosque consideramos relevantes para llevar a cabo esa negociación: la indireccionalidad.Entendemos que el concepto de indireccionalidad no es discreto, es decir opositivo,sino gradual, por lo tanto, proponemos analizarlo de acuerdo a una escala que partede un grado 0 y que contempla, además, un grado 1 y un grado 2. Las interaccionesque seleccionamos para ejemplificar cada uno de los grados pertenecen a escenas depelículas argentinas. Para realizar el análisis, tomamos algunos conceptos de la sociolin-güística interaccional (Gumperz, 1982, 1996, 2000, 2003) y los reinterpretamos a partirde la propuesta de la multimodalidad interaccional (Norris, 2004, 2006, 2009, 2011).
... We engaged in multimodal interaction analysis (Norris, 2004) to understand how the modelers navigated the complex mix of modes and meanings as they engaged in a round of embodied activity. To begin, we selected one clip from each context that contained complex interactions between multiple modelers because we wondered about how modal density could shed light on the modelers' collaboration. ...
... Next, we made bubble maps of modal density for each modeler (Norris, 2006;Wohlwend, 2021). To do so, we segmented each clip into ten second segments, and coded each segment for the modes that were present and absent for each modeler (frequency of modes). ...
... Because multimodal ensembles are common, the range of modes must be considered. Attending only to spoken language limits understanding and can even distort the complexity of small group interactions (Norris 2006). The context influences which modes are valued more than others (Wohlwend 2011), and modes are shaped through social, cultural, and historical uses (Jewitt 2013). ...
... Engineering increased the modal complexity (Norris 2004) by introducing new modes and causing shifts in the relative importance of each mode. In interactions with high modal complexity, actors must coordinate resources and attention (Norris 2006). In this case, the students' lack of coordination led to disagreements and conflicts within the group. ...
Integrated science, technology, engineering, and mathematics (STEM) education is becoming increasingly common in K-12 classrooms, and small group activities are ubiquitous to STEM instruction. This article includes both theoretical and practical descriptions of a microethnographic approach to critical multimodal discourse analysis that we used to explore power and positioning within a mixed-gender group of students working together on an engineering design challenge. We drew upon social semiotics, positioning theory, and activity theory to ground this work and utilized three phases of data analysis: microethnography to develop individual and group storylines, critical multimodal discourse analysis of key events, and the integration of storylines and discourse analysis. This multi-phase approach granted us insights into our data that would have otherwise been lacking. Microethnography revealed the significance of the shift between science and engineering activities in relation to power and positioning within the group. Multimodal analysis revealed that the introduction of new physical artifacts influenced power and positioning within the small group, with different modes of communication having different intensities across the unit. We argue that our approach is useful in analyzing complex small group interactions within science classrooms and highlight key methodological decisions for researchers interested in employing a microethnographic approach to critical multimodal discourse analysis.
... This article thus demonstrates interactional attention (Norris 2002(Norris , 2004(Norris , 2006(Norris , 2008(Norris , 2011(Norris , 2016(Norris , 2019, which is an aspect of a phenomenal conception of attention. Interactional attention (Norris 2004) converges the two points of view on attention discussed above. ...
... In order to properly analyze interactional attention, we have to analyze each interlocutor individually and analyze the interlocutors together, as suggested in Norris (2011). The reason for this is that one interlocutor may pay a different level of attention to an interaction than another (see also Norris 2006). ...
This article problematizes the notion of selecting micro-data pieces to shed light upon the focus of participants. The issue presented is two-fold: 1. The article shows that selecting micro-analytical data pieces does not allow a researcher to determine the focus of a participant; and 2. The article demonstrates that language use of a participant does not necessarily mean that the participant is focused upon a conversation. Both, purely working with micro-analytical data pieces and the presumption that language use indicates focus of the speaker, are problematized and it is shown with an example from a relatively large study of family Skype conversation that includes 82 participants that:
1. Focused attention can only be analyzed correctly when crossing micro-analytical boundaries; and
2. A participant can utilize language without paying focused attention to an interaction.
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... They suggest that, if designed in a suitable way, video analysis can provide insights that go far beyond what traditional data sources such as surveys enable. In the area of multimodality, Baldry and Thibault (2006 ), Flewitt, Hampel, Hauck, and Lancaster (2009), Idedema (2001, 2003a, and Norris (2006Norris ( , 2009 have provided detailed methods for the analysis of video data and occasionally included analyses of organizational processes such as the planning of a new reception area in a mental hospital ( Idedema, 2001 ) and multiparty interaction in an accounting office ( Norris, 2006 ). ...
... Vemos, en nuestros primeros trabajos, la limitación al lenguaje verbal como un inconveniente mayor en términos de nuestro propósito principal. El significado reside tan fuerte y permanentemente en otros sistemas de significado, en una multiplicidad de códigos visuales, auditivos y de comportamiento, que una concentración solo en las palabras no es suficiente Kress, 1988, p. 8) 1 A partir de allí, se han profundizado los estudios multimodales desde una perspectiva crítica (Hart, 2010(Hart, , 2014Norris, 2004Norris, , 2006Norris, , 2019O'halloran, 2004;Van Leeuwen, 2008). ...
Resumen: En este trabajo, nos proponemos profundizar en la importancia de la utilización de herramientas de la lingüística cognitiva tanto para describir como para explicar el funcionamiento de los discursos desde una perspectiva crítica. En particular, vamos a analizar cómo los conceptos de marcos, metáforas, metonimias y esquemas de imagen pueden ser utilizados de manera productiva para el análisis del modo verbal y de los gestos manuales. Para ello, analizaremos una entrevista que brindó el expresidente chileno Sebastián Piñera en el año 2016 en ocasión de la campaña electoral que permitiría su posterior reelección. Concluimos que ciertos gestos manuales realizan significado ideacional que refuerza las estrategias discursivas presentes en el modo verbal. Abstract: In this work, we intend to delve into the importance of using cognitive linguistics tools to describe and explain the functioning of discourses from a critical perspective. In particular, we analyse the way in which the concepts of frames, metaphors, metonyms and image schemes can be used productively for the analysis of the verbal mode and manual gestures. In order to do this, we analyse an interview that former Chilean President Sebastián Piñera gave in 2016 during the campaign prior to his re-election. We conclude that certain manual gestures carry ideational meaning and reinforces discursive strategies present in the verbal mode.
... Mesmo em textos estritamente verbais, a tipografiatipo, tamanho e cor da fonte, por exemplocompõe a construção de significado. Nessa direção, Norris (2006) e O'Toole (2004) afirmam que, em qualquer situação de comunicação, a língua não é o único modo de linguagem utilizado no processo de construção de significado. ...
This thesis analyses hate speech (MOURA, 2016) motivated by political discussion on social media, specifically on Facebook and Twitter. Data was collected through data scraping, mostly in 2018, when former President Lula was arrested, and the presidential campaign also took place. Thus, the corpus is made of hate speeches directed at the Brazilian presidential candidates during that year and their followers, active participants in these social media. This thesis is composed of six published research publications - four papers, a book chapter and an expanded abstract - and aims to investigate the establishment of discursive-evaluative patterns in a perspective that considers language within the social context (HALLIDAY,1994; HALLIDAY; MATTHIESSEN, 2004). Based on this assumption and considering the object of study, the medium in which the discourses circulate and the language used, the following theoretical-methodological contributions were defined: the appraisal Discourse (MARTIN; WHITE, 2005), in order to understand the affect and judgments of human attitudes; Multimodality (KRESS; VAN LEEUWEN, 2006) to understand the construction of meaning in discourses involving more than one semiosis; the process of word formation in the grammar of the Portuguese language (CUNHA; CINTRA, 2016) which, in addition to defining guidelines for understanding the language, can also be an appraisal resource, and; the Network Science (SCOTT, 2000; WATTS, 2003; BARABÁSI, 2003) through which it is possible to visualize the mechanisms of interactions on social media and, thus, observe the dissemination of discourse. Once the analysis of the dataset of all research items was completed, the results obtained were: (i) standardization of judgment of former President Lula and of supporters of the opposite group to the enunciator; (ii) vocabulary choice, including neologisms, and visual aids are also used to intensify or quantify the force of the attitudinal meanings; (iii) hybrid category of classification: if there is an expression of negative judgment, there is together a demonstration of affect with the same semantic; (iv) political tactics that have persisted throughout history have been leveraged by social media mechanisms; (v) considering virtual lynchings (MERCURI, 2016; MACEDO, 2018) as something that crosses the border of online and offline, it was observed that hate speeches motivated by political discussion on social media affected social relations and resulted in physical aggression.
... However, actual communication rarely occurs under such neat conditions. We are frequently attending to multiple social, physical, and cognitive tasks at once (Norris 2006). We shift our attention between friends at dinner, juggle attending to our pet, distracted child, and partner every morning, and never quite finish our phone call by the time we get to the counter or board the bus. ...
This dissertation examines the capacity of interactive gesture to contribute to discourse structure independent of accompanying speech. The close relationship between gesture and speech in face-to-face interaction is, at this point, well-established and accepted, especially within gesture studies and certain linguistic frameworks (e.g. Embodied Construction Grammar and Embodied Conversation Analysis). However, the integration of gesture into formal linguistic theory more generally is still in its early stages of development. This is especially true for interactive gesture and formal theories of discourse structure. To the author’s knowledge, this dissertation serves as the first in-depth exploration of the ability to formalize a theory of interactive meaning in gesture using a predictive model.
... According to Bakhtin (2006, p. 30), "everything that is ideological has a semiotic value"-as presented in the introduction-that is, ideology is always built on social relations. Norris (2006), one of the authors dedicated to "multimodal" discourse studies-who considers the various types of language in order to understand a discourse, points out the non-verbal processes present in speech practices, such as gestures, gaze, voice (between laughter, noise), prosody, head and hand movements, posture, people's position-in relation to each one, in the development of interaction. In other words, "this approach admits that it is possible to find, through speech and interactional practices, a multimodal dimension of meaning construction that does not deprive the non-verbal elements of semiological specificity" (Morato et al., 2012, p. 719). ...
This paper presents an interactive episode analysis which was resulted from a music lesson for children. The idea was to point out the attentional process, in a perspective of Vygotsky and Luria. The study involved a group of three children who weekly had participated in Group Piano lessons at a social project developed in São Paulo State, Brazil. The data were documented by means of a field diary and the transcription of a video recording, and the analyzes were based on studies of historical-cultural approach. It is emphasized that the attention process happens depending on the apparently individual volitional acts but notoriously established during social relationship. Social genesis and perceptions which are expressed in gestures, looks, and speeches point to a complex construction perception of oneself, of the other and of the music in teaching relationships.
... Para Kendon (2004), quando a fala não está disponível para ser utilizada, seja por qual razão for, o gesto pode se tornar uma linguagem por si próprio, assim como a oralidade. Nesse aspecto, Norris (2006) declara que a linguagem verbal não é a única responsável na estruturação da interação comunicativa. Dessa forma, os gestos se confi guram como uma das modalidades possíveis à manifestação da linguagem. ...
Language is a multimodal set, intrinsically related to the psychic constitution and can be evaluated by elements other than speech. The objective is to discuss the effects of the baby gestures and the caregiver interpretive activity on the language acquisition process in babies with a history of neonatal hospitalization. Exploratory, qualitative and retrospective study. Sample composed of four caregiver-baby dyads, with history of neonatal hospitalization. Data collected through semi-structured interviews and video recordings. The results indicate that the attention to gestural production, the caregiver-baby interaction and the caregiver function as a signifier of the children’s productions help the monitoring and the evaluation of the language acquisition process.
Keywords:
babies; gestures; language acquisition; psychic constitution
... However, actual communication rarely occurs under such neat conditions. We are frequently attending to multiple social, physical, and cognitive tasks at once [31]. We shift our attention between friends at dinner, juggle attending to our pet, distracted child, and partner every morning, and never quite finish our phone call by the time we get to the counter or board the bus. ...
This paper argues for the importance of addressee position in the annotation and analysis of co-speech gesture. In the case of deictic (e.g. Kita 2003) and ‘interactive’ gestures (e.g. Bavelas et al. 1992), gesture position relative to both interlocutors is recognized as a primary component of the gesture’s meaning. I argue that the attention granted to gesture position in these special cases should be extended to gesture description more generally. In order to implement this argument, I introduce the ‘interaction space’, defined as the physical space between the speaker and their primary addressee. The meaning of a gesture’s position, and its contribution to discourse management, is then described relative to this shared interaction space, rather than the speaker-centred ‘personal gesture space’ used more traditionally in gesture analysis.
... Linguists like Kress andvan Leeuwen (1996, 2006), O" Toole (1994O" Toole ( , 2010 and O"Halloran (2004) adopted the principles and methods of the systemic functional linguistics (SFL) model of Halliday (1985) in their analysis of multimodal resources. The approaches of LeVine and Scollon (2004) and Norris (2004) developed from mediated discourse analysis which has foundations in interactional sociolinguistics and intercultural communication. Forceville and Urios-Aparisi"s (2009) approach was anchored on insights and knowledge from cognitive linguistics, especially the conceptual metaphor theory of Lakoff and Johnson (1980). ...
Working within the framework of multimodal discourse analysis (MDA) and critical metaphor analysis (CMA), this study examines the emblems and slogans of the four main political-ganda. While the emblems/logos are visual (iconic) representations of party ideology, the slogans are verbal rhetorical affirmations of what the emblems represent. Based on insights from the theory of mul-timodality, this study is an attempt to use a social semiotic approach in the interpretation of visual communication. Multimodality understands visual as representation and communication. The Kress and van Leeuwen (2006) approach which this study adopts tries to interpret how the multiple modes in multimodal communication yield themselves to different levels of meaning realization.
... However, actual communication rarely occurs under such neat conditions. We are frequently attending to multiple social, physical, and cognitive tasks at once [31]. We shift our attention between friends at dinner, juggle attending to our pet, distracted child, and partner every morning, and never quite finish our phone call by the time we get to the counter or board the bus. ...
[Preprint to appear in Proceedings of the 24th International conference on human-computer interaction, Semantic, Artificial and Computational Interaction Studies]
ABSTRACT: This paper argues for the integration of co-speech gesture into formal models of discourse structures. In particular, I use a variation of the Question Under Discussion (QUD) framework to show how features of co-speech gesture may be used to inform discourse analysis. To do this, I look at examples of three discourse relations: clarification, citation and attitude expression. All three of these involve a momentary digression from the main discourse topic, a phenomenon which I call `micro-excursion'. I show that these micro-excursions correspond to particular and recurrent changes in co-speech gesture sequences. I provide micro-analyses of three discourse fragments taken from interviews on late night television. For each fragment, I look at speech-gesture alignment and then use this alignment to inform an analysis of the discourse's structure. In particular, I show the ways in which hand shape and orientation can be used to segment a discourse into different topics. By using features of co-speech gesture in this way, we are able to inform and justify a proposed discourse structure analyses in a principled and non-circular way. Furthermore, I show that this methodology can be straightforwardly integrated into existing models of discourse structure, despite them being designed for mono-modal discourses.
... For uddybning af den multimodale interaktionsanalyse og dens teoretiske forankring må jeg henvise til bl.a. Kress & Van Leeuwen (2001), Scollon (2001), Scollon & Scollon (2003), Norris (2004Norris ( , 2006 Endvidere anser jeg netop de udvalgte modus for at vaere blandt de helt basale i vores interaktion med andre og ved at fokusere på, hvordan børn med autisme anvender eller netop ikke anvender dem, mener jeg, man kan saette interaktionen hos typisk udviklede børn i perspektiv og se den tydeligere. ...
En undersøgelse af socialt udviklingspotentiale og muligheder for interaktion for småbørn med autisme i forskellige paedagogiske og organisatoriske miljøer.
... que fazem parte de seu potencial semiótico(KRESS, 2010).Com relação à segunda vertente teórica (a análise multimodal interacional), retomamos, sob essa perspectiva, o conceito de modo, que consiste em um sistema de ação mediada, fruto de usos sociais, históricos e culturais, que se vincula fortemente ao contexto de produção em decorrência de nossa atuação no mundo(JEWITT (2011(JEWITT ( [2009NORRIS, 2013). Tal sistema prevê ações menores (nível mais baixo) e ações maiores (nível mais alto)(NORRIS, 2004(NORRIS, , 2006(NORRIS, [2009), que poderiam ser representados, por exemplo, por uma interação face a face (nível mais alto), em que estão presentes gestos, mudanças posturais, enunciados(NORRIS, [2009). Os conceitos de densidade modal (NORRIS, 2011[2009]) e de configuração modal (NORRIS, 2011 [2009], 2011) são basilares para essa vertente. ...
This production is another collective work resulting from
academic-scientific investigations of professors linked to the
International Scientific Research Project (PICNAB), network
which brings together researchers from the universities of
Nantes (France), Aveiro (Portugal) and Brasília (Brazil), and counts,
since 2016, with the support of the Research Support Foundation of the
Government of the Federal District (FAP-DF) and the CAPES-Print /
University of Brasilia. The Network's main objectives are to build artistic (literary and theatrical), linguistic research and pedagogical that envision new socio / intercultural practices before the challenges of contemporary reality, which has limits
tenuous, migratory movements and fluid identities. Thus,
researchers and researchers study issues concerning the
teacher training that will deal with the education of children
and young members of an educational system that needs to be
rethought and resized in their teaching practices, both in terms of
Brazil, as well as in Portugal and France, countries that experience the day
day of this new reality. In this sense, studies add not only
undergraduate students, but also graduate students (master's
and doctorate), linked to the programs of the three universities.
... De acordo com Norris (2006), ao analisar as interações verbais é preciso que levemos em conta também as outras linguagens como, por exemplo, os gestos e olhares. Como o leilão é sempre com múltiplos participantes, cremos que realmente é importante a postura que os envolvidos assumem e os gestos que fazem, pois vários modos atuam em conjunto na realização desse gênero. ...
Este trabalho apresenta a análise e descrição do gênero oral leilão, especificamente o leilão que ocorre em quermesses e o leilão de gado, em situação real de realização. Esse gênero é essencial em determinadas atividades sociais e desempenha uma função social importante na comunidade discursiva onde se realiza. Fundamentamo-nos, nessa análise, nos pressupostos teóricos da Linguística Textual, especialmente nos estudos de Travaglia (2007), que apontam para a necessidade de observar alguns critérios para a caracterização do gênero, tais como o objetivo e a função sociocomunicativa, o conteúdo temático, a estrutura composicional, as características da superfície linguística e as condições de produção. Partimos da hipótese de que, embora se trate de diferentes leilões, eles são do mesmo gênero e possuem características em comum. Para o desenvolvimento da pesquisa, primeiramente fizemos a coleta de dados por meio de gravações dos referidos leilões, em cidades de Minas Gerais e Tocantins. Em seguida, transcrevemos os dados, utilizando as convenções adotadas pelo PETEDI. A análise inicial foi feita separadamente, ou seja, fizemos a análise do leilão de quermesse e depois do leilão de gado. Os resultados mostram que o leilão realizado em quermesses e o leilão de gado apresentam muitas características semelhantes, principalmente em relação à superestrutura. Daí concluirmos que se trata de um mesmo gênero.
... The field notes, which included snippets of detailed descriptions of communicative modes used in interaction in addition to general observations, proved to be a crucial aid for judging whether the participants were as engaged in mutual focus as it seemed according to the video recording, as it is rather difficult to see the intensity and the distance of a gaze in the video recorded material. Both aspects are relevant when analysing levels of attention (Norris 2006). ...
Through detailed multimodal analyses, this article shows how participants of an English language course create and manage sites of attention for achieving collaboration across multiple spaces. The ethnographic data for the study comes from an English language course ‘Academic reading’ offered for university students majoring in Finnish Sign Language. The paper examines a classroom situation where the participants interact simultaneously with each other in a chatroom environment and physical environment via several mediational means, such as Finnish Sign Language and typed text in a chatroom that appears on students’ tablets and on a large screen in the classroom. The emerging interactional patterns coordinate fragmented interaction into mutual sites of attention so that the participants are able to collaborate. Further, the paper reflects how gaze plays a crucial role in coordinating actions together. Gaze itself is seen as a mediated action which begins to display regularities, and ‘comes into being’ through long and short life trajectories. The longer trajectory of the mode of gaze is traced to the patterned ways of using gaze in signing communities of practice.
... Pirini's (2014bPirini's ( , 2016Pirini's ( , 2017 studies of tutoring are based on data collected from tutoring sessions where Pirini was observing and taking field notes while also video recording. Similarly, Norris (2006) presents video-recorded data from an office setting. In Norris's project, she was present for much longer than the moments that were video recorded, enabling her to observe and collect field notes beyond the recordings. ...
This chapter introduces the five most prominent approaches to multimodal data analysis: Multimodal (Inter)action Analysis, Mediated Discourse Analysis, Systemic Functional Multimodal Discourse Analysis, Social Semiotics, and Multimodal Conversation Analysis. The chapter begins by discussing the origin of each approach, methods of data collection and analysis, and embedded theoretical foundations. The theoretical differences between the approaches are then examined with a focus on the way each approach treats the individual, the artefact, and the notion of mode during analysis. With the variety of available approaches to multimodal data analysis, it is important that researchers link data collection and analysis to coherent theoretical underpinnings.
... Es multimodal (Jewitt, 2009;Kress, 2010) porque considera que la negociación de los significados interaccionales se produce a partir de la interrelación de recursos pertenecientes a diferentes modos (lenguaje verbal, imagen, gestualidad, música, color) que adquieren potenciales de representación propios de acuerdo al género y al registro en el que se utilicen. A diferencia de lo planteado por Tannen, que coloca al lenguaje verbal en un lugar central y le asigna un lugar secundario o subordinado a los otros modos de comunicación, en esta investigación, en cambio, sostenemos que los significados se realizan multimodalmente (Goodwin 1981(Goodwin , 2000Jewitt, 2009;Kress, 1997Kress, , 2009Norris, 2004Norris, , 2006Norris, , 2009), a partir de la combinación de diferentes recursos semióticos, dentro de los cuales se incluye el lenguaje verbal. Esta combinación no admite un desdoblamiento entre lo dicho verbalmente y lo expresado a través de otros recursos (imágenes, gestos, sonidos). ...
En este artículo nos proponemos analizar una selección de interacciones tomadas de diferentes grupos de WhatsApp para dar cuenta de las diferentes estrategias discursivas utilizadas por los participantes para hacer invitaciones o propuestas, utilizando los recursos que componen el paradigma de opciones de este medio de comunicación. Sostenemos que la indireccionalidad puede analizarse como un rasgo que se encuentra presente en todas las estrategias discursivas que emplean los participantes de una conversación con un propósito interaccional específico. Es decir, en toda estrategia discursiva analizada en el marco de una interacción es posible reconocer cierto grado de indireccionalidad. La metodología de trabajo que aplicamos es de tipo interpretativa y de análisis cualitativo de los datos. Caracterizaremos las estrategias con el propósito de establecer recurrencias y correlacionar las diferentes realizaciones con dos factores interaccionales: la preservación de la imagen propia y la reafirmación del vínculo con los otros participantes. A partir de los resultados obtenidos, concluimos que, aun cuando ambos factores están siempre presentes, a un mayor grado de indireccionalidad de la estrategia utilizada aumenta el propósito de reafirmar el vínculo y disminuye, en cierta medida, el de proteger la propia imagen.Palabras clave: interacción, multimodalidad, pragmática.
... According to Norris (2006), linguists working on the traditional approaches believe that they have to concentrate on language since they are linguists. She illustrates that if we assume that language always plays the dominant role, we will misanalyse conversations, interactions, etc. ...
... Ampliando ainda mais o campo de visão, Norris (2006) postula que a fala, a gestualidade, o olhar e a escrita são modalidades de um modo comunicativo e, sendo assim, a linguagem verbal não se faz dominante, ao menos no sentido de representar a única forma de estruturar a interação, visto que, como se sabe, a linguagem falada está complexamente interligada a outros modos comunicativos, tais como a escrita, o olhar, os gestos etc. ...
A observação dos aspectos multimodais da linguagem é uma das propostas de pesquisa que tem se desenvolvido no âmbito dos estudos em aquisição de linguagem. Por outro lado, a criança com Transtorno do Espectro Autista (TEA), possuindo atrasos no desenvolvimento da linguagem, recorre, muitas vezes, aos recursos multimodais para interagir. Desse modo, este artigo tem por objetivo discutir como a criança autista utiliza os recursos multimodais, como forma de interação com seus parceiros, levando em consideração as cenas de atenção conjunta e o contexto interativo da escola. Teoricamente, nos apoiamos nos estudos de Kendon (1982), McNeill (1985) e Cavalcante (2007) sobre gestos e multimodalidadee nos estudos de Bruner (1978; 1983) e Tomasello (2003) acerca da atenção conjunta, interações que ocorrem através do olhar e da execução de gestos entre dois ou mais interactantes, tais interações são consideradas importantes para o processo de aquisição da linguagem.Metodologicamente, inicialmente, abordaremos os conceitos de autismo, cenas de atenção conjunta e multimodalidade e, posteriormente, analisaremos dados de uma criança com TEA, que foram coletados em uma escola pública do município de João Pessoae analisados através do software ELAN. As análises apontam que a criança consegue, de maneira particular, responder às interações utilizando recursos multimodais, principalmente através do olhar e de gestos emblemáticos que foram convencionalizadosna interação com seus parceiros e que a multimodalide é um recurso que não pode ser ignorado na comunicação com os autistas.
... The present study relies on the theories (Jewitt 2008, Kress et al. 2001, Kress 2010, Norris 2006) that support the idea that human communication is multimodal -people use more than one means or resource to create signs for the purpose of meaning-making. In multimodal communication signs are weaved together and every sign partially adds to the meaning. ...
The aim of the present article is to identify the participation opportunities of teachers and learners in meaning construction for new words in the foreign language classroom. This kind of communicative situation is multimodal -participants in the classroom use several means or resources to construct meaning (e.g. verbal expression, vocal expressions, gestures, space and objects). The present article is based on audiovisual material -two Estonian and two French classes. In total, 110 communicative episodes were selected and transcribed. The approach used in this research is micro-level multimodal discourse analysis. The results show that the participants -the teacher and the learners -can be active or passive meaning constructors for a new word. Teachers’ and learners’ active participation in meaning construction can emerge in two ways: 1) multimodally and 2) monomodally (by using one resource only). Interaction models are created based on the results. Three models of situations are distinguished according to the identity of the active meaning constructor(s): 1) teacher alone, 2) teacher and learner/learners together, 3) learner/learners alone. The article analyses the examples of communicative situations to present the participation opportunities of teachers and learners in meaning construction for new words. The results of the study may help teachers to plan their language classes considering the possibilities of activation of participants in the classroom.
... As the means that structure attention and meaning in the mind of the social -10.1515/yplm-2016-0007 Downloaded from De Gruyter Online at 09/21/2016 03:33:43PM via free access actor producing them is always visible or audible, these means also function pragmatically in interaction so that others are often aware of what someone else is focusing on (Norris 2004(Norris , 2006(Norris , 2011a. As is visible in the brief transcript in Figure 7 image 1 (reproduced larger in Figure 8), Mic's sister is prompting 3-year old Sophie indirectly to show Mic her tooth when she says did you show Mic your tooth? ...
This article presents theoretical concepts and methodological tools from multimodal (inter)action analysis that allow the reader to gain new insight into the study of discourse and interaction. The data for this article comes from a video ethnographic study (with emphasis on the video data) of 17 New Zealand families (inter)acting with family members via skype or facetime across the globe. In all, 84 social actors participated in the study, ranging in age from infant to 84 years old. The analysis part of the project, with data collected between December 2014 and December 2015, is ongoing. The data presented here was collected in December 2014 and has gone through various stages of analysis, ranging from general, intermediate to micro analysis.
Using the various methodological tools and emphasising the notion of mediation, the article demonstrates how a New Zealand participant first pays focused attention to his engagement in the research project. He then performs a semantic/pragmatic means, indicating a shift in his focused attention. Here, it is demonstrated that a new focus builds up incrementally: As the participant begins to focus on the skype (inter)action with his sister and nieces, modal density increases and he establishes an emotive closeness. At this point, the technology that mediates the interaction is only a mundane aspect, taken for granted by the participants.
Este artigo apresenta um processo de criação teatral performativa com pessoas afásicas participantes do Programa de Expressão Teatral do Centro de Convivência de Afásicos do IEL/UNICAMP. O objetivo foi verificar como se dão os processos interssemióticos interacionais durante o percurso criativo e observar a emergência de semioses coocorrentes multimodais decorrentes da própria via performativa. A emergência de tais semioses manifesta-se nas práticas expressivas, teatrais e performativas das atuadoras afásicas durante a ação teatral.
This paper presents a concise introduction to Multimodal (inter)action analysis (MIA), which began to be developed in the early 2000s in tandem with technological advances for visual qualitative research. By now, MIA has grown into a fully-fledged research framework, including multimodal philosophy, theory, method and methodology for the study of human action, interaction and identity. With systematic phases from data collection to transcription (including transcription conventions) and data analysis, this framework allows researchers to work in a data-driven and replicable manner moving past common interpretive paradigms (Norris 2019, 2020).
Este estudo expõe um dos resultados de uma pesquisa sobre significação verbal e não verbal desenvolvida através da prática teatral desenvolvida no meu mestrado, baseada na observação da relação entre linguagem, corpo e cognição com pessoas afásicas. Investigo a coocorrência multimodal de semioses (fala, gesto, expressão corporal, olhar, etc.) com afásicas e afásicos, através das interações de diferentes, ainda que compartilhados, processos semióticos, ativos na construção de significados, para descrever e analisar o papel da atividade artística performativa na (re)organização de possibilidades comunicativas e expressivas de indivíduos afásicos no mundo e com seus pares.
Working within the framework of Multimodal Discourse Analysis (MDA) and critical metaphor analysis (CMA), this study examines the emblems and slogans of the four main political parties in Nigeria: the People's Democratic Party (PDP); the All Progressives Congress (APC); the All Progressives Grand Alliance (APGA); and the Labour Party (LP), which have become instruments of campaign and propaganda. While the emblems/logos are visual (iconic) representations of party ideology, the slogans are verbal rhetorical affirmations of what the emblems represent. Based on insights from the theory of multimodality, this study is an attempt to use a social semiotic approach in the interpretation of visual communication. Multimodality understands visual as representation and communication. The approach that this study adopts tries to interpret how the multiple modes in multimodal communication yield themselves to different levels of meaning realization.
Nexus analysis is the critical analysis of literacies that move and matter, that is, it unpacks how people enact and mobilize meanings that largely go without saying. It provides methods for tracking literacies in motion—closely examining moving bodies and things in live-action, animation, video, augmented reality, and so on, which may or may not include verbal modes of print or speech. Nexus analysis captures and analyzes action in multimodal texts such as photographs, films, digital animation, live-action performances, video game play, screens, signage, actifacts, designs of built environments, and more. It fills an urgent need for more fully theorized methods for closely examining the collaborative and imaginative activity in increasingly immersive technologies, pervasive multimodal texts, and expansive digital networks. But it’s also important to point out that the action-based methods in nexus analysis are particularly apt in here-and-now settings where texts are moving and fluid or where spoken language is fragmented or developing, as in a crowd at a sporting event or a playground full of young children.
The methods in this book provide contemporary and accessible tools for critically analyzing action in real-time interactions in a range of everyday settings from coffee shops to classrooms to social media. In short, nexus analysis is useful wherever it’s important to have a better understanding of texts and power relations communicated through action, bodies, materials, and spaces.
Wohlwend, K. (2021). Literacies that move and matter: Nexus analysis for contemporary childhoods. New York: Routledge.
Available July 2020 at Routledge.com
This book merges recent trends in game studies and multimodal studies to explore the relationship between the interaction between videogames’ different modes and the ways in which they inform meaning for both players and designers. The volume begins by laying the foundation for integrating the two disciplines, drawing upon social semiotic and discourse analytic traditions to examine their relationship with meaning in videogames. The book uses a wide range of games as examples to demonstrate the medium’s various forms of expression at work, including audio, visual, textual, haptic, and procedural modes, with a particular focus on the procedural form, which emphasizes processes and causal relationships, to better showcase its link with meaning–making. The second half of the book engages in a discussion of different multimodal configurations and user generated content to show how they contribute to the negotiation of meaning in the player experience, including their role in constructing and perpetuating persuasive messages and in driving interesting and unique player decisions in gameplay. Making the case for the benefits of multimodal approaches to game studies, this volume is key reading for students and researchers in multimodal studies, game studies, rhetoric, semiotics, and discourse analysis.
This article develops a new methodological tool, called scales of action, which allows the empirical investigation of ubiquitous actions such as driving on the one hand, and the highly complex relationships between (for example) drives and other actions in everyday life on the other hand. Through empirical analysis of ethnographic data of drives performed by a German artist and an American IT specialist, the article illustrates how talk and driving are embedded differently in different cultural contexts. Examining the actions of the two drivers before, during, and after a drive further demonstrates that chronologically performed actions are not necessarily sequential in nature. Using a mediated discourse theoretical approach and building upon multimodal (inter)action analysis, the article provides analysts with a tool that captures the inherent complexities of everyday actions. Through the notion of scales of action and their composition, this article sheds new light upon the complexity and cultural differences of drives and car talk in middle class Germany and North America.
With digital texts being employed in classrooms, the construction and content of communication need to be examined to understand implications for classroom pedagogies and the development of new communicative practices. The study employs a multimodal interaction analysis (MIA) framework (Norris 2004) to carry out a microethnographic analysis of digital literacy events of first-year university students in a Japanese university explaining online stories. The data captured are analysed to reveal how meanings are multimodally constructed in relation to elements and features of the mediating digital texts. The analyses showed that specific “modal configurations” (Norris 2009) such as spoken language, gesture and gaze appeared to be shaped by the visual meanings in the mediating texts. The spoken meanings were also focussed directly on what was visually present in the texts, further demonstrating the impact of the visual nature of the texts in shaping meanings made in the digital literacy events.
This chapter reflects on two ethnographic studies that both necessitated the foregrounding of non-linguistic frameworks, drawing on visual research methods, in order to best understand children’s meaning making. The cultural contexts of these two studies, and the age ranges of the participants, did not fit easily with Western linguistic theory, but tied more naturally with visual research theories and techniques, and required us as researchers to consider the research environments as visual and sensory places. This chapter describes how we focused on the children’s embodied, non-verbal communicative practices and meaning making in these places and captured them with visual data collection techniques.
Language and culture are concepts increasingly found at the heart of developments in applied linguistics and related fields. Taken together, they can provide interesting and useful insights into the nature of language acquisition and expression. In this volume, Joan Kelly Hall gives a perspective on the nature of language and culture looking at how the use of language in real-world situations helps us understand how language is used to construct our social and cultural worlds.The conceptual maps on the nature of language, culture and learning provided in this text help orient readers to some current theoretical and practical activities taking place in applied linguistics. They also help them begin to chart their own explorations in the teaching and researching of language and culture.
Associate Professor Sigrid Norris (b. 1961) is Director of the Multimodal Research Centre (MRC, at www.multimodalresearch.org/) at Auckland University of Technology (AUT), New Zealand.Keywords:discourse analysis;methods;identity;multimodality
Nexus Analysis presents an exciting theory by two of the leading names in discourse analysis and provides a practical guide to its application. The authors argue that discourse analysis can itself be a form of social action. If the discourse analyst is part of the nexus of practice under study, then the analysis can itself transform that nexus of practice. Focussing on their own involvement with and analysis of pioneering communication technologies in Alaska they identify moments of social importance in order to examine the links between social practice, culture and technology. Media are identified not only as means of expressing change but also as catalysts for change itself, with the power to transform the socio-cultural landscape. In this intellectually exciting yet accessible book, Ron Scollon and Suzie Wong Scollon present a working example of their theory in action and provide a personal snapshot of a key moment in the history of communication technology, as the Internet transformed Alaskan life. © 2004 Ron Scollon and Suzie Wong Scollon. All rights reserved.
Editor's Preface. Introduction. 1. Address Forms. 2. The Ethnography of Communication. 3. Discourse. 4. Language and Sex. 5. Linguistic Pragmatics: Conversatinal Implicature. 6. More on Linguistic Pragmatics. 7. Pidgin and Creole Languages. 8. Linguistic Variation. 9. Some Applications of the Sociolonguistics of Lnaguage. Bibliography. Index.
The overarching theme of Discourse and Technology is cutting-edge in the field of linguistics: multimodal discourse. This volume opens up a discussion among discourse analysts and others in linguistics and related fields about the two-fold impact of new communication technologies: The impact on how discourse data is collected, transcribed, and analyzed—and the impact that these technologies are having on social interaction and discourse.
As inexpensive tape recorders allowed the field to move beyond text, written or printed language, to capture talk—discourse as spoken language—the information explosion (including cell phones, video recorders, Internet chat rooms, online journals, and the like) has moved those in the field to recognize that all discourse is, in various ways, "multimodal," constructed through speech and gesture, as well as through typography, layout, and the materials employed in the making of texts.
The contributors have responded to the expanding scope of discourse analysis by asking five key questions: Why should we study discourse and technology and multimodal discourse analysis? What is the role of the World Wide Web in discourse analysis? How does one analyze multimodal discourse in studies of social actions and interactions? How does one analyze multimodal discourse in educational social interactions? and, How does one use multimodal discourse analyses in the workplace? The vitality of these explorations opens windows onto even newer horizons of discourse and discourse analysis.
Our perception of our everyday interactions is shaped by more than what is said. From coffee with friends to interviews, meetings with colleagues and conversations with strangers, we draw on both verbal and non-verbal behaviour to judge and consider our experiences.
Analyzing Multimodal Interaction is a practical guide to understanding and investigating the multiple modes of communication, and provides an essential guide for those undertaking field work in a range of disciplines, including linguistics, sociology, education, anthropology and psychology. The book offers a clear methodology to help the reader carry out their own integrative analysis, equipping them with the tools they need to analyze a situation from different points of view. Drawing on research into conversational analysis and non-verbal behaviour such as body movement and gaze, it also considers the role of the material world in our interactions, exploring how we use space and objects - such as our furniture and clothes - to express ourselves. Considering a range of real examples, such as traffic police officers at work, doctor-patient meetings, teachers and students, and friends reading magazines together, the book offers lively demonstrations of multimodal discourse at work.
Illustrated throughout and featuring a mini-glossary in each chapter, further reading, and advice on practical issues such as making transcriptions and video and audio recordings, this practical guide is an essential resource for anyone interested in the multiple modes of human interaction.
This book explores what speech, music and other sounds have in common. It gives a detailed description of the way perspective, rhythm, textual quality and other aspects of sound are used to communicate emotion and meaning. It draws on a wealth of examples from radio (disk jockey and newsreading speech, radio plays, advertising jingles, news signature tunes), film soundtracks (The Piano, The X-files, Disney animation films), music ranging from medieval plain chant to drum 'n' bass and everyday soundscapes.
Thesis (Ph. D.)--Georgetown University, 2002. Includes bibliographical references (leaves 340-349).