西班牙语学龄前儿童辩论互动中的立场采取

Q2 Arts and Humanities
Martha Shiro, M. Migdalek, C. Rosemberg
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引用次数: 2

摘要

摘要本研究的目的是确定哪些语言资源用于对抗性互动中的立场采取。为此,我们分析了4对(2对中、2对低社会经济地位背景)4 - 7岁阿根廷儿童在游戏情境中自发同伴对话中的70个争论序列。立场采取依赖于评价性语言的使用,被理解为说话者态度的标记(参考内部状态,如属性、认知、情感、意图和报告语,[Shiro, 2003]);证据标记的使用,被理解为说话者对话语中信息状态的参考(因果关系、让步、能力、道义和认知情态以及推理,[Shiro, 2007]),包括有助于减轻(或加剧)对抗的礼貌标记(Watts, 2003)。我们的研究结果描述了幼儿在与同伴的对抗互动中所产生的立场采取策略的评估资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction
Abstract The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker’s attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker’s reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
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来源期刊
Psychology of Language and Communication
Psychology of Language and Communication Arts and Humanities-Language and Linguistics
CiteScore
0.80
自引率
0.00%
发文量
11
审稿时长
14 weeks
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