The Raised Index Finger gesture in Hebrew multimodal interaction

IF 0.7 4区 文学 0 LANGUAGE & LINGUISTICS
Gesture Pub Date : 2023-08-24 DOI:10.1075/gest.21001.inb
Anna Inbar
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引用次数: 0

Abstract

The present study examines the roles that the gesture of the Raised Index Finger (RIF) plays in Hebrew multimodal interaction. The study reveals that the RIF is associated with diverse linguistic phenomena and tends to appear in contexts in which the speaker presents a message or speech act that violates the hearer’s expectations (based on either general knowledge or prior discourse). The study suggests that the RIF serves the function of discourse deixis: Speakers point to their message, creating a referent in the extralinguistic context to which they refer as an object of their stance, evaluating the content of the utterance or speech act as unexpected by the hearer, and displaying epistemic authority. Setting up such a frame by which the information is to be interpreted provides the basis for a swifter update of the common ground in situations of (assumed) differences between the assumptions of the speaker and the hearer.
希伯来语多模式交互中的竖起食指手势
本研究考察了竖起食指(RIF)的手势在希伯来语多模式互动中所起的作用。研究表明,RIF与多种语言现象有关,并且往往出现在说话者提出违反听话人期望的信息或言语行为的环境中(基于一般知识或先前话语)。研究表明,RIF具有话语指示的功能:说话人指向自己的信息,在语言外语境中创造一个指称对象,将其作为自己立场的对象,将话语或言语行为的内容评价为听话人意想不到的内容,并显示出知识权威。建立这样一个解释信息的框架,为在说话人和听话人的假设之间存在(假设的)差异的情况下更快地更新共同点提供了基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Gesture
Gesture Social Sciences-Cultural Studies
CiteScore
1.70
自引率
0.00%
发文量
5
期刊介绍: Gesture publishes articles reporting original research, as well as survey and review articles, on all aspects of gesture. The journal aims to stimulate and facilitate scholarly communication between the different disciplines within which work on gesture is conducted. For this reason papers written in the spirit of cooperation between disciplines are especially encouraged. Topics may include, but are by no means limited to: the relationship between gesture and speech; the role gesture may play in communication in all the circumstances of social interaction, including conversations, the work-place or instructional settings; gesture and cognition; the development of gesture in children.
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