9. Introduction to multimodal (inter)action analysis

Pirini, Jesse

doi:10.1515/9781614511175.77

Cited by 15 publications

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“…This practice, which is more communicatively manageable for the developing interlocutors, may be the non-verbal antecedent to the ability to select and introduce conversational topics through language. Through a multimodal interaction analysis (Norris 2004, 2011, 2019, Pirini 2014, 2020 of the practice of showing material objects during interaction, I show that non-verbal action, material culture and the physical world are crucial to developing a certain socio-cognitive pragmatic aptitude. More specifically, Child Directed Interaction Strategies (CDIS) which prioritise 'showing' as a tangible, non-verbal communicative action can bridge a developmental gap to more normative interactive 'sharing' through spoken language.…”

Section: Introductionmentioning

confidence: 99%

Objects and materiality in pragmatic development: Here-and-now to then and-there

Geenen

2020

Multimodal Communication

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Language acquisition involves more than learning how to produce words in complex strings. It involves a diversity of aptitudes about how, when, with whom and in what way to use language abilities. While it is acknowledged that these skills are learned through social interaction (Blum-Kulka, S. (1997). Dinner talk: cultural patterns of sociability and socialization in family discourse. Lawrence Erlbaum Associates, Inc, Mahwah, NJ; Rogoff, B. (2003). The cultural nature of human development. Oxford University Press, Oxford), our understanding about precisely how they emerge and how they are taught and learned remains preliminary at best. Additionally, much of our understanding is strictly limited to spoken language. The analysis and arguments herein detail the consequentiality of child directed interaction strategies (CDIS) which facilitate non-verbal actions and motivate episodic retrospection, making a tangible link between the current interaction and past experiences. Through a multimodal interaction analysis (Author and Pirini, J. (2020). Multimodal (Inter)action Analysis. In McKinley, J. and Rose, H. (Eds.) The Routledge handbook of research methods in applied linguistics. Rouledge, London, pp. 488–499; Norris, S. (2004). Analyzing multimodal interaction: a methodological framework. Routledge, London. https://doi.org/10.4324/9780203379493; Norris, S. (2011). Identity in (inter)action: introducing Multimodal (Inter)action Analysis. de Gruyter Mouton, Berlin & New York. https://doi.org/10.1515/9781934078280; Norris, S. (2019). Systematically working with multimodal data: research methods in multimodal discourse analysis. Wiley Blackwell, Hoboken, NJ; Pirini, J. (2014). Introduction to Multimodal (Inter)action Analysis. In: Norris, S. and Maier, C. (Eds.). Interactions, texts and images: a reader in multimodality. Mouton de Gruyter, New York. https://doi.org/10.1515/9781614511175.77) of the practice of showing material objects during interaction, I show that non-verbal action, material culture and the physical world are crucial to developing a certain socio-cognitive pragmatic aptitude. CDIS motivating ‘showing’ of tangible objects of personal significance may be the non-verbal antecedent of selecting and introducing new topics during interaction. These CDIS defer interactional agency and motivate non-verbal communicative actions more comfortably within the zone of proximal development. Importantly, the materiality of the objects themselves are of fleeting interactional priority. Instead, the objects provide a bridge between materiality in the here-and-now to past experiences in the there-and-then. Facilitating non-verbal actions of showing help motivate explorations of episodic memory by creating a tangible and immediate link within the unfolding interaction.

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Section: Introductionmentioning

confidence: 99%

Objects and materiality in pragmatic development: Here-and-now to then and-there

Geenen

2020

Multimodal Communication

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“…Modal intensity: Modal intensity refers to the relative strength, weight, or importance of a particular mode (Norris, 2004a;Pirini, 2014), or more specifically, heightened pragmatic salience occurring as a result of an action being made prominent relative to surrounding or co-occurring actions (Fogarty-Bourget, 2018; Fogarty-Bourget, Pirini, & Artemeva, n.d.).…”

Section: Locutionary Forcementioning

confidence: 99%

“…MIA is often used to investigate shifts in the attention and awareness of social actors by analysing the levels of modal complexity and modal intensity (Norris, 2004(Norris, , 2011) used by social actors as an interaction unfolds (e.g., Norris, 2016;Pirini, 2014).…”

Section: Mediated Action and Multimodal Meaning-making In Interactionmentioning

confidence: 99%

“…By comparison, a conversation that takes place over the telephone involves the convergence of fewer modes (namely, speech and silence) meaning that there is less modal complexity employed in the construction of the interaction. Modal intensity, on the other hand, refers to the relative strength, weight, or importance of a particular mode (Norris, 2004a;Pirini, 2014), or more specifically, heightened pragmatic salience occurring as a result of an action being made prominent relative to surrounding or co-occurring actions (Fogarty-Bourget, 2018; Fogarty-Bourget, Pirini, & Artemeva, n.d.). To return to the example above, while the conversation that takes place over the telephone may not have high modal complexity, the mode of speech is of primary importance and thus features of speech, such as pausing for instance, can take on greater intensity.…”

Section: Mediated Action and Multimodal Meaning-making In Interactionmentioning

confidence: 99%

“…In addition to lower-level and higherlevel actions, MIA also identifies frozen actions (Norris, 2004(Norris, , 2011Norris & Makboon, 2015) which are embedded in objects and the environment such as clothing, furniture and room décor. MIA has most commonly been used to investigate social interaction through the collection and analysis of multimodal data including video recordings (e.g., Norris, 2004;Pirini, 2014), Skype recordings (Norris, 2016), digital reproductions of advertisements (White, 2017), and photographs (Norris & Makboon, 2015).…”

Section: Multimodal (Inter)action Analysis (Mia) As Discussed In Chamentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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2019

Systematically Working With Multimodal Data

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9. Introduction to multimodal (inter)action analysis

Cited by 15 publications

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Objects and materiality in pragmatic development: Here-and-now to then and-there

Objects and materiality in pragmatic development: Here-and-now to then and-there

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

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