INVESTIGADORES
ROSEMBERG Celia Renata
artículos
Título:
Stance taking in Spanish-speaking preschoolers? argumentative interaction
Autor/es:
SHIRO, M.; MIGDALEK M. J.; ROSEMBERG C. R.
Revista:
Psychology of Language and Communication
Editorial:
DE GRUYTER POLAND
Referencias:
Año: 2019 vol. 23 p. 184 - 211
ISSN:
0271-5309
Resumen:
The aim of this study is to determine what linguistic resources are used for stance taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid SES and 2 low SES) of Argentinian 4 to 7-year-old children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker´s attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, Shiro 2003), use ofevidential markers, understood as speaker´s reference to the status of the information in the utterance (causality, concession, capacity, deontic and, epistemic modality, and inference, Shiro, 2007), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stancetaking strategies produced by children at this early age in confrontational interactions withtheir peers.