{"title":"西班牙语学龄前儿童辩论互动中的立场采取","authors":"Martha Shiro, M. Migdalek, C. Rosemberg","doi":"10.2478/plc-2019-0009","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction\",\"authors\":\"Martha Shiro, M. Migdalek, C. Rosemberg\",\"doi\":\"10.2478/plc-2019-0009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":20768,\"journal\":{\"name\":\"Psychology of Language and Communication\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology of Language and Communication\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/plc-2019-0009\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Language and Communication","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/plc-2019-0009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
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.