Literaturnachweis - Detailanzeige
| Autor/inn/en | Vatanen, Anna; Endo, Tomoko; Yokomori, Daisuke |
|---|---|
| Titel | Cross-Linguistic Investigation of Projection in Overlapping Agreements to Assertions: Stance-Taking as a Resource for Projection |
| Quelle | In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 4, S.308-327 (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0163-853X |
| DOI | 10.1080/0163853X.2020.1801317 |
| Schlagwörter | Contrastive Linguistics; Finno Ugric Languages; Japanese; Mandarin Chinese; Grammar; Cues; Interpersonal Competence; Interpersonal Communication; Language Patterns; Language Classification; Discourse Analysis; Video Technology; Context Effect; Friendship; Interaction Process Analysis |
| Abstract | The human ability to anticipate upcoming behavior not only enables smooth turn transitions but also makes early responses possible, as respondents use a variety of cues that provide for early projection of the type of action that is being performed. This article examines resources for projection in interaction in three unrelated languages--Finnish, Japanese, and Mandarin--in sequences where speakers make evaluative assertions on a topic. The focus is on independently agreeing responses initiated in early overlap. Our cross-linguistic analysis reveals that while projection based on the ongoing turn-constructional unit relies on language-specific grammatical constructions, projection based on the larger context seems to be less language-dependent. A crucial finding is that in the target sequences, stances taken toward the topic already during earlier talk, as well as other structural patterns, are among the resources that recipients use for projecting how and when the ongoing turn will end. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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