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  1. Making Referents Seen and Heard Across Signed and Spoken Languages: Documenting and Interpreting Cross-Modal Differences in the Use of Enactment.Sébastien Vandenitte - 2022 - Frontiers in Psychology 13:784339.
    Differences in language use and structures between signed and spoken languages have often been attributed to so-called language “modality.” Indeed, this is derived from the conception that spoken languages resort to both the oral-aural channel of speech and the visual-kinesic channel of visible bodily action whereas signed languages only resort to the latter. This paper addresses the use of enactment, a depictive communicative strategy whereby language users imitate referents in signed and spoken languages. Reviewing comparative research on enactment, this paper (...)
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  • Reenactments in conversation: Gaze and recipiency.Ryoko Suzuki & Sandra A. Thompson - 2014 - Discourse Studies 16 (6):816-846.
    In a reenactment, a speaker re-presents or depicts a previously occurring event, often dramatically. In this article we examine the role of gaze in reenactments in conversations from Japanese and American English. Following Goodwin in viewing a reenacted story as ‘a multi-modal, multi-party field of activity’, we show how tellers’ and recipients’ gaze during reenactments is deployed to achieve specific interactional ends. We argue that there are two layers of activities involved in doing reenacting – a) the habitat of the (...)
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  • Teachers’ use of reported speech in Korean elementary school classroom interactions.Sol Kim & Yujong Park - 2022 - Discourse Studies 24 (4):445-470.
    Research on reported speech in classrooms has focused on the roles and functions of quoted conversation produced by the teacher; however, there is less information on the responses following this device and its multimodal character. This study draws on a multimodal conversation analysis approach to investigate teachers’ use of reported speech in evaluating students’ performances by examining 83 hours of videotaped elementary school classroom interactions in Korea. The findings suggest that teachers frequently employ reported speech in the evaluative element of (...)
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  • Iconicity as Multimodal, Polysemiotic, and Plurifunctional.Gabrielle Hodge & Lindsay Ferrara - 2022 - Frontiers in Psychology 13.
    Investigations of iconicity in language, whereby interactants coordinate meaningful bodily actions to create resemblances, are prevalent across the human communication sciences. However, when it comes to analysing and comparing iconicity across different interactions and modes of communication, it is not always clear we are looking at the same thing. For example, tokens of spoken ideophones and manual depicting actions may both be analysed as iconic forms. Yet spoken ideophones may signal depictive and descriptive qualities via speech, while manual actions may (...)
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  • Language as Description, Indication, and Depiction.Lindsay Ferrara & Gabrielle Hodge - 2018 - Frontiers in Psychology 9.
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