访谈写作研究中的视觉体现行为:视频的方法论论证

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2020-02-05 DOI:10.1177/0741088319898864

Andrea R. Olinger

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引用次数: 5

摘要

人们通过语言以及手势等视觉动作进行交流，但在基于采访的写作研究中，音频仍然是默认的录音技术。鉴于文本和写作过程被理解为涉及语言之外的符号学资源，访谈也应该受到类似的对待。在这篇文章中，我综合了一些研究，这些研究考察了视觉体现的行为如何揭示和构建体现的知识和立场，并将这些镜头应用到我自己的研究中，表明视觉体现的行动对于理解三位作家对特定写作风格的体验至关重要。最后，我讨论了视频录制对写作研究的好处，就视频如何帮助研究人员将面试作为一种社会实践进行探索提供了指导，并提出了在设计同意程序时考虑到透明度和民主实践的方法。最终，这篇文章为那些希望在进行采访时挑战音频默认的研究人员提供了指导。

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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Visual Embodied Actions in Interview-Based Writing Research: A Methodological Argument for Video

People communicate through language as well as visual embodied actions like gestures, yet audio remains the default recording technology in interview-based writing research. Given that texts and writing processes are understood to involve semiotic resources beyond language, interview talk should receive similar treatment. In this article, I synthesize research that examines how visual embodied actions reveal and construct embodied knowledge and stance, and I apply these lenses to my own study, showing how visual embodied actions are essential to understanding three writers’ experiences with particular writing styles. I conclude by discussing the benefits of videorecording for writing research, offering guidance on how video can help researchers explore the interview as a social practice, and suggesting ways to design the consent process with transparency and democratic practice in mind. Ultimately, this article serves as a guide for writing researchers who wish to challenge the audio default when conducting interviews.

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.