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Arguing to Persuade and Arguing to Explore in Preschoolers' Narrative Discourse

100%

Rytel J.

Psychology of Language and Communication

2009

vol. 13

issue 1

21-38

The paper focuses on argumentation occurring in the process of co-constructing narrative text at the preschool age in the two types of situations: one where disagreernent between the discourse participants occurs, and another where none of the discourse participants has opposed the speaker's position, in undisputed, non-conflict situations. The data come from a study of 162 children between ages four and seven. The children participated in the study as co-narrators (two children in the role of co-narrators), who constructed a text for a peer listener (a third child in the role of a listener). The analyzed material consisted of 93 narrative texts. The findings show that the argumentation refers to both dimensions of children's narration activity: the content introduced by discourse participants, i.e., the semantic dimension of the constructed text, and the process of constructing the text, i.e., the interactive dimension (who, when and how introduces any given information). However, in conflict situations the argumentation more often concerns the interactive dimension. On the other hand, in non-conflict situations, the argumentation more often concerns the semantic dimension of the discourse. Moreover, when the argumentation refers to the rules of interaction in the discourse, it is mostly characterized by a simple structure and is constructed individually. When the argumentation refers to the content which is introduced in the discourse, in the non conflict situations it is still mostly characterized by asimple and individually created structure, but in comparison to the conflict situations it is more often constructed jointly and results in the more compound structures. The analyses of argumentation in the two types of situation - conflict and non conflict ones - reveal that convincing, as the main goal of argumentation, can be realized in narrative discourse in different ways.

«Бродячие» рекламные лозунги в русской прозе 1920–1930-х годов

88%

Sokolova O.

Przegląd Wschodnioeuropejski

2018

vol. 2

275-283

he article considers the study of such a form of discourses interaction as the metalanguage reflection of one set of discourse markers in another. The analysis is based on the material of advertising and aesthetic discourses (prose of the 1920s–1930s), which involves the tense meta-linguistic reflection of the writers of that time by a new linguistic and communicative situation, as laconically expressed in advertising slogans. To consider this form of discourses interaction, we use a combination of discourse analysis, communicative and linguo-poetic approaches. The article reveals that the metalanguage reflection of advertising slogans allows authors to simulate the situation of actual communication between the addresser (the sender of advertising slogans) and the addressee (the layman – reader of slogans), based on the advertising communicative strategy of deautomatization. The micro-situation of the dialogue violation is projected onto a general sociopolitical picture of a global misunderstanding between the individual and the radically changed surrounding reality.

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1 Przegląd Wschodnioeuropejski

1 Psychology of Language and Communication

1 Rytel J.

1 Sokolova O.

1 2018

1 2009

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Arguing to Persuade and Arguing to Explore in Preschoolers' Narrative Discourse

«Бродячие» рекламные лозунги в русской прозе 1920–1930-х годов