话语标记语“yeah/yes”与“对”的多模态话语对比分析——以电视访谈节目《奥普拉秀》和《鲁豫有约》为例

随着多媒体技术的发展,人们发现单纯从语言角度已经不能对话语展开深入全面的分析和研究。话语标记语作为一种语言模态已不仅仅以文本模式出现,而是和图像、声音、动作、颜色等多种模态同时出现,共同完成语篇衔接的构建。本研究以《奥普拉秀》和《鲁豫有约》为研究对象,自建两个节目的文本和图片语料库,从多模态话语分析视角对比研究英、汉两种语言使用话语标记语的情况。研究发现英、汉话语标记语在话轮、接触及手势的运用上差异不大,在社会距离及视点的选取上存在显著性差异。     

G.H. Mead's Understanding of the Nature of Speech in the Light of Contemporary Research

The following analysis demonstrates that G.H. Mead's understanding of human speech (what Mead often referred to as “the vocal gesture”) is remarkably consistent with today's interdisciplinary field that studies speech as a natural behavior with an evolutionary history. Mead seems to have captured major empirical and theoretical insights more than half a century before the contemporary field began to take shape. In that field the framework known as “Tinbergen's Four Questions,” developed in ecology to study naturally occurring behavior in nonhuman animals, has been an effective organizing framework for research on human speech. It is used in this paper to organize the comparison of Mead with contemporary scholars. The analysis concludes that Mead was, in a sense, “beyond” the Four Questions by recognizing the limitations of reductionist methods in understanding the nature of conscious phenomena, especially language. Mead's socially situated model of the nature of human speech makes him relevant to today's field where some see an undervaluation of the treatment of language as a social process.     

Symbols Build Communication and Thought: The Role of Gestures and Words in the Development of Engagement Skills and Social‐emotional Concepts during Toddlerhood

Social skills and symbol skills are positively associated in middle childhood, but the relation between these domains is less clear in newly verbal toddlers. Vygotsky proposed that symbols are both tools for interaction and mental tools for thought. Do symbols help even very young children build skills for interacting with and conceptualizing the social world? Longitudinal data from 108 children and mothers were collected when children were 14, 24, and 36 months. Children's gestures and words during mother–child interactions were used as symbol skill indicators to predict children's abilities to engage others and the number of social‐emotional concepts children portray during play. In a series of growth models, words had a stronger effect on engagement skills whereas early gesture use predicted later development of social‐emotional concepts. Therefore, even in early development, symbols serve as both communication tools and mental tools to construct understanding of the social‐emotional world.     

Engendering Response: Professional Gesture and the Assessment of Eyesight in Optometry Consultations

Many of the procedures undertaken within healthcare require specialized forms of participation that may be unfamiliar, even disturbing, to patients or clients. The practitioner has to encourage and enable participation in the investigation in an appropriate fashion while preserving the structure and integrity of the procedure. In this article, we consider optometry and the deployment of a vision test, known as subject refraction, that provides data to help determine the characteristics of any corrective lens that may be required by clients. The procedure's ability to establish robust and reliable data relies upon the optometrist's ability to encourage the client to respond to a series of stimuli without consideration or reflection. That is, the client is required to produce an unwitting response—conduct that might be considered nonsymbolic rather than symbolic. In this article, we also consider the optometrist's talk and bodily comportment during subjective refraction and how it serves to shape and determine the quality of the client's response and participation, and in turn to produce reliable test results.     

Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall

To investigate the influence of different kinds of gesture on children’s memory, 60 6- to 7-year-old children participated in an event conducted by the experimenters (“visiting the pirate”) and were interviewed to assess memory for the event approximately 2 weeks later. Children were assigned to 1 of 4 conditions; in 3 conditions, gesture was possible (gesture-instructed, gesture-modelled, gesture-allowed) whereas in the fourth condition (gesture-not allowed), children’s hands were constrained. The amount of gesture engaged in was limited but was greatest in the gesture-instructed condition. Children in the gesture-instructed condition, who were asked to gesture during the interview, recalled more than did those in the other conditions. Further, relative to children in the gesture-modelled and gesture-allowed conditions, children in the gesture-instructed condition conveyed significantly more information in gesture that had not also been reported verbally. Although further research is necessary to understand the underlying mechanism, the findings suggest that instructing children to gesture as well as verbally recall an experience has cognitive and communicative benefits. Elizabeth Stevanoni and Karen Salmon are affiliated with the School of Psychology, University of New South Wales, Sydney, Australia. We thank the children, parents, teachers and principals at the participating schools, St Michaels and Villa Maria Primary Schools, and acknowledge Kay Pegg for help with data collection.     

中国古代小说身势描写的性别诗学

从现代身势学和性别诗学的视角看,中国古代小说的身势描写包含着对照鲜明的性别意蕴。首先,在“阴阳殊性”、“刚柔有体”等传统文化的影响下,男性的身势基本被定性为“壮”,而女性身姿则常常被定性为“娇”。就小说涉笔的人物身势造型而言,男、女立姿的挺直与斜倚,以及步态的稳健与轻盈,相比较而存在。除了实写之外,中国古代小说还对男女身势进行了性别喻说,而所使用的喻体意象则大致有“松”与“柳”、“奔马”与“飞燕”、“道貌”与“仙姿”之别。这种描写虽取决于一定的生理因素,但更是社会化使然,是男性霸权话语作用的结果。     

论《红楼梦》中体态语的运用

鸿篇巨著<红楼梦>中大量体态语的妙用是曾雪芹塑造人物形象的一个重要手段.根据体态语的形式,<虹楼梦>中个性迥异的人物所表现出的体态语可分为三大类:表情语、手势语、体姿语.体态语独特的功能、特征使其在塑造人物方面起着巨大作用.     

论健美操运动之美

健美操是一项美的运动,它以独具的艺术魅力,在体育与艺术长河中放射出璀璨夺目的光芒,美给予健美操永恒的生命力。健美操是通过人的智慧创编的,并通过音乐、意境、动作、服装等形式表现美。它以这些和谐和颇具艺术感染力的形式,使人们充分感受到美的魅力。     

纵情下坠与昂然升腾——从女性反抗姿态看两部女性成长小说

文章以池莉的《水与火的缠绵》与方方的《暗示》两部女性成长小说为对象,分析两位女主人公曾芒芒与叶桑的女性成长经历和女性意识的觉醒。笔者以女性反抗作为突破口,通过对两位女性在成长中面临的束缚,她们反抗束缚所采用的姿态及反抗的最终结果的阐述,对小说中突显的女性成长问题做出了自己的解释。     

谈民族声乐演唱中"神形兼备"的表演

"神形兼备"的表演在民族声乐演唱中是不容忽视的."神形兼备"主要应注意手势、面部表情、眼神和形体.在民族声乐演唱中,只有"神形兼备",才能使演唱更完美.