The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos

Rongbin Wang; Rui Zhang

doi:doi:10.11648/j.ijll.20200803.14

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The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos

Rongbin Wang, Rui Zhang

Received: 8 May 2020 Accepted: 4 June 2020 Published: 15 June 2020

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Abstract

Based on a case study, this research collects naturally happened videos of one mandarin-speaking child during the period of her 1.5-3.5 years old, and makes a thorough study of the multimodal representational characteristics of disagreement of this child from the perspective of Multimodal Discourse Analysis. Within a data corpus constituted by 80 hours’ video-recorded life traces of a pre-school child, a corpus of 114 cases of disagreement was selected for a qualitative analysis through the Elan software. It is shown that mandarin-speaking children of this age period usually conduct multimodal communicative behaviors when they are expressing disagreement, the modal forms of which include verbal disagreement, nonverbal disagreement, verbal-nonverbal disagreement. To be more specific, verbal-nonverbal disagreement involves two kinds of modal interactional relationships: equivalent and complementary with the latter containing reinforced and non-reinforced cases. Through this research, parents and early educational staffs are suggested to pay more attention on children’s multimodal expressions on the one hand and to employ more non-verbal resources in interacting with young children on the other hand. What’s more, the point of individual differences of children is a time-consuming but simultaneously a noteworthy one for both parents and preschool teachers. The results of this study bring further light on the knowledge of early education and parental involvement.

DOI	10.11648/j.ijll.20200803.14
Published in	International Journal of Language and Linguistics (Volume 8, Issue 3, May 2020)
Page(s)	115-121
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mandarin-speaking Children, Disagreement, Multimodal Discourse Analysis, Diachronic Videos Study

References

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[2]	Baym, Nancy. (1996). Agreements and Disagreements in a Computer-Mediated Discussion. Research on Language and Social Interaction, 29, 315-346.
[3]	Haoxin Yang. (2011). An Intercultural and Cross-Gender Study on Disagreement Realization Patterns of Chinese and American College Students. Unpublished Master’s Thesis, Northwest Normal University, Gansu.
[4]	Sififianou, Maria. (2012). Disagreements, Face and Politeness. Journal of Pragmatics, 44, 1554–1564.
[5]	Angouri, Jo. (2012). Managing disagreement in problem solving meeting talk. Journal of Pragmatics, 44, 1565-1579.
[6]	Kakavá, Christina. (1993). Negotiation of Disagreement by Greeks in Conversations and Classroom Discourse. Unpublished Doctoral Thesis, Georgetown University, Washington D. C.
[7]	Bressem, J. & Müller, C, (2014). Body Language Communication: An International Handbook on Multimodality in Human Interaction. Berlin: Degruyter Mouton Press.
[8]	Bressem, J., Stein, N., & Wegener, C. (2017). Multimodal Language Use in Savosavo. Pragmatics, 2, 173-206.
[9]	Mehu, Marc.& van der Maaten, Laurens. (2014). Multimodal Integration of Dynamic Audio-Visual Cues in the Communication of Agreement and Disagreement. Journal of nonverbal behaviour, 38 (4), 569-597.
[10]	Khaki, Hossein. & Bozkurt, Elif. &Erzin, Engin. (2016). Agreement and Disagreement Classification of Dyadic Interactions Using Vocal and Gestural Cues. International Conference on Acoustics Speech and Signal Processing ICASSP, 2762-2766.
[11]	Rongbin Wang, Yaoqin Xue. (2020). On the Multimodal Representation of 4~5-year-old Chinese-speaking Children’s Negative Behavior. Studies in Preschool Education, No. 1, 20-29.
[12]	Antonio Bova, Francesco Arcidiacono. (2018). The interplay between parental argumentative strategies, children's reactions and topics of disagreement during family conversations. Learning, Culture and Social Interaction, 1-10.
[13]	Amanda S. Haber, David M. Sobel & Deena Skolnick Weisberg. (2019). Fostering Children’s Reasoning about Disagreements through an Inquiry-base Curriculum. Journal of Cognition and Development, 1-19. https://doi.org/10.1080/15248372.2019.1639713.
[14]	Alexa Kane, Barbara A. Morrongiello. (2020). The Impact of Children’s Temperament on How Parents Resolve Safety Disagreements During Preadolescence. Journal of Pediatric Psychology, 45 (2), 218–228.
[15]	Zhuanglin Hu et al. 2005. An Introduction to Functional Grammar. Beijing: Peking University Press.
[16]	Delu Zhang. (2009). On A Synthetic Theoretical Framework for Multimodal Discourse Analysis. Foreign Language in China, 24-30.
[17]	Capirci O, Iverson M J, et al. (1996). Gestures and words during the transition to two word speech. Journal of Child Language, 23, 645-673.

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Rongbin Wang, Rui Zhang. (2020). The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. International Journal of Language and Linguistics, 8(3), 115-121. https://doi.org/10.11648/j.ijll.20200803.14

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ACS Style

Rongbin Wang; Rui Zhang. The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. Int. J. Lang. Linguist. 2020, 8(3), 115-121. doi: 10.11648/j.ijll.20200803.14

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Rongbin Wang, Rui Zhang. The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. Int J Lang Linguist. 2020;8(3):115-121. doi: 10.11648/j.ijll.20200803.14

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@article{10.11648/j.ijll.20200803.14,
  author = {Rongbin Wang and Rui Zhang},
  title = {The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos},
  journal = {International Journal of Language and Linguistics},
  volume = {8},
  number = {3},
  pages = {115-121},
  doi = {10.11648/j.ijll.20200803.14},
  url = {https://doi.org/10.11648/j.ijll.20200803.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20200803.14},
  abstract = {Based on a case study, this research collects naturally happened videos of one mandarin-speaking child during the period of her 1.5-3.5 years old, and makes a thorough study of the multimodal representational characteristics of disagreement of this child from the perspective of Multimodal Discourse Analysis. Within a data corpus constituted by 80 hours’ video-recorded life traces of a pre-school child, a corpus of 114 cases of disagreement was selected for a qualitative analysis through the Elan software. It is shown that mandarin-speaking children of this age period usually conduct multimodal communicative behaviors when they are expressing disagreement, the modal forms of which include verbal disagreement, nonverbal disagreement, verbal-nonverbal disagreement. To be more specific, verbal-nonverbal disagreement involves two kinds of modal interactional relationships: equivalent and complementary with the latter containing reinforced and non-reinforced cases. Through this research, parents and early educational staffs are suggested to pay more attention on children’s multimodal expressions on the one hand and to employ more non-verbal resources in interacting with young children on the other hand. What’s more, the point of individual differences of children is a time-consuming but simultaneously a noteworthy one for both parents and preschool teachers. The results of this study bring further light on the knowledge of early education and parental involvement.},
 year = {2020}
}

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TY  - JOUR
T1  - The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos
AU  - Rongbin Wang
AU  - Rui Zhang
Y1  - 2020/06/15
PY  - 2020
N1  - https://doi.org/10.11648/j.ijll.20200803.14
DO  - 10.11648/j.ijll.20200803.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 115
EP  - 121
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20200803.14
AB  - Based on a case study, this research collects naturally happened videos of one mandarin-speaking child during the period of her 1.5-3.5 years old, and makes a thorough study of the multimodal representational characteristics of disagreement of this child from the perspective of Multimodal Discourse Analysis. Within a data corpus constituted by 80 hours’ video-recorded life traces of a pre-school child, a corpus of 114 cases of disagreement was selected for a qualitative analysis through the Elan software. It is shown that mandarin-speaking children of this age period usually conduct multimodal communicative behaviors when they are expressing disagreement, the modal forms of which include verbal disagreement, nonverbal disagreement, verbal-nonverbal disagreement. To be more specific, verbal-nonverbal disagreement involves two kinds of modal interactional relationships: equivalent and complementary with the latter containing reinforced and non-reinforced cases. Through this research, parents and early educational staffs are suggested to pay more attention on children’s multimodal expressions on the one hand and to employ more non-verbal resources in interacting with young children on the other hand. What’s more, the point of individual differences of children is a time-consuming but simultaneously a noteworthy one for both parents and preschool teachers. The results of this study bring further light on the knowledge of early education and parental involvement.
VL  - 8
IS  - 3
ER  -

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Author Information

Rongbin Wang

School of Foreign Languages, Shanxi University, Taiyuan, China
Rui Zhang

School of Foreign Languages, Shanxi University, Taiyuan, China

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APA Style

Rongbin Wang, Rui Zhang. (2020). The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. International Journal of Language and Linguistics, 8(3), 115-121. https://doi.org/10.11648/j.ijll.20200803.14

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ACS Style

Rongbin Wang; Rui Zhang. The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. Int. J. Lang. Linguist. 2020, 8(3), 115-121. doi: 10.11648/j.ijll.20200803.14

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AMA Style

Rongbin Wang, Rui Zhang. The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos. Int J Lang Linguist. 2020;8(3):115-121. doi: 10.11648/j.ijll.20200803.14

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@article{10.11648/j.ijll.20200803.14,
  author = {Rongbin Wang and Rui Zhang},
  title = {The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos},
  journal = {International Journal of Language and Linguistics},
  volume = {8},
  number = {3},
  pages = {115-121},
  doi = {10.11648/j.ijll.20200803.14},
  url = {https://doi.org/10.11648/j.ijll.20200803.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20200803.14},
  abstract = {Based on a case study, this research collects naturally happened videos of one mandarin-speaking child during the period of her 1.5-3.5 years old, and makes a thorough study of the multimodal representational characteristics of disagreement of this child from the perspective of Multimodal Discourse Analysis. Within a data corpus constituted by 80 hours’ video-recorded life traces of a pre-school child, a corpus of 114 cases of disagreement was selected for a qualitative analysis through the Elan software. It is shown that mandarin-speaking children of this age period usually conduct multimodal communicative behaviors when they are expressing disagreement, the modal forms of which include verbal disagreement, nonverbal disagreement, verbal-nonverbal disagreement. To be more specific, verbal-nonverbal disagreement involves two kinds of modal interactional relationships: equivalent and complementary with the latter containing reinforced and non-reinforced cases. Through this research, parents and early educational staffs are suggested to pay more attention on children’s multimodal expressions on the one hand and to employ more non-verbal resources in interacting with young children on the other hand. What’s more, the point of individual differences of children is a time-consuming but simultaneously a noteworthy one for both parents and preschool teachers. The results of this study bring further light on the knowledge of early education and parental involvement.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - The Multimodal Representational Characteristics of Mandarin Children’s Disagreement —— A Case Study Based on Diachronic Videos
AU  - Rongbin Wang
AU  - Rui Zhang
Y1  - 2020/06/15
PY  - 2020
N1  - https://doi.org/10.11648/j.ijll.20200803.14
DO  - 10.11648/j.ijll.20200803.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 115
EP  - 121
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20200803.14
AB  - Based on a case study, this research collects naturally happened videos of one mandarin-speaking child during the period of her 1.5-3.5 years old, and makes a thorough study of the multimodal representational characteristics of disagreement of this child from the perspective of Multimodal Discourse Analysis. Within a data corpus constituted by 80 hours’ video-recorded life traces of a pre-school child, a corpus of 114 cases of disagreement was selected for a qualitative analysis through the Elan software. It is shown that mandarin-speaking children of this age period usually conduct multimodal communicative behaviors when they are expressing disagreement, the modal forms of which include verbal disagreement, nonverbal disagreement, verbal-nonverbal disagreement. To be more specific, verbal-nonverbal disagreement involves two kinds of modal interactional relationships: equivalent and complementary with the latter containing reinforced and non-reinforced cases. Through this research, parents and early educational staffs are suggested to pay more attention on children’s multimodal expressions on the one hand and to employ more non-verbal resources in interacting with young children on the other hand. What’s more, the point of individual differences of children is a time-consuming but simultaneously a noteworthy one for both parents and preschool teachers. The results of this study bring further light on the knowledge of early education and parental involvement.
VL  - 8
IS  - 3
ER  -

Copy | Download