Background: Conveying instructions is an everyday use of language, and gestures are likely to be a key feature of this. Although co-speech iconic gestures are tightly integrated with language, and people with aphasia ...
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Background: Conveying instructions is an everyday use of language, and gestures are likely to be a key feature of this. Although co-speech iconic gestures are tightly integrated with language, and people with aphasia (PWA) produce procedural discourses impaired at a linguistic level, no previous studies have investigated how PWA use co-speech iconic gestures in these contexts. Aims: This study investigated how PWA communicated meaning using gesture and language in procedural discourses, compared with neurologically healthy people (NHP). We aimed to identify the relative relationship of gesture and speech, in the context of impaired language, both overall and in individual events. Methods & Procedures: Twenty-nine PWA and 29 NHP produced two procedural discourses. The structure and semantic content of language of the whole discourses were analysed through predicate argument structure and spatial motor terms, and gestures were analysed for frequency and semantic form. Gesture and language were analysed in two key events, to determine the relative information presented in each modality. Outcomes & Results: PWA and NHP used similar frequencies and forms of gestures, although PWA used syntactically simpler language and fewer spatial words. This meant, overall, relatively more information was present in PWA gesture. This finding was also reflected in the key events, where PWA used gestures conveying rich semantic information alongside semantically impoverished language more often than NHP. Conclusions: PWA gestures, containing semantic information omitted from the concurrent speech, may help listeners with meaning when language is impaired. This finding indicates gesture should be included in clinical assessments of meaning-making.
Typodispositional layout and text architecture (Virbel 1985) play an important role in understanding and memorisation of instructions. Textual architecture may be signaled by linguistic marks or by the spatial organiz...
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Typodispositional layout and text architecture (Virbel 1985) play an important role in understanding and memorisation of instructions. Textual architecture may be signaled by linguistic marks or by the spatial organization of the text. In an experimental protocol, various versions of the same rule (exclusively involving linguistic marks vs. involving numerous typodispositional layout variations as titles and subtitles in bold, dashes, etc.) were submitted to reading, in order to compare the effects of these different versions on the understanding of the instructions, short and medium memorization and time necessary to find an information during the game. The results are significantly better with the most typodispositional one. The particularities of the school instructions are identified through an analysis of the linguistic and spatial organization of instructions in a grammar textbook for the end of primary school.
This book provides a compilation of scholarly chapters that focus on the various components of technical and professional communication (TPC) that, together, give it a distinct identity, and that must be sustainable. ...
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This book provides a compilation of scholarly chapters that focus on the various components of technical and professional communication (TPC) that, together, give it a distinct identity, and that must be sustainable. Reflection and upkeep of TPC components maintain the longevity of its identity. By critically analyzing what these fragments signify collectively as an identity, it is possible to develop a perspective that is durable for visualizing the TPC identity. Some of the TPC components included in this work are genres, ethics, procedural knowledge, procedural discourse, sociotechnical contexts, applied rhetoric, and participatory action research. The book’s 10 chapters are divided into three sections, each of which is underpinned by a strong research technique, strong theoretical foundation, and the authors’ real-world experiences. This book may be helpful to academics, industry professionals, and students alike. It provides professionals with a novel viewpoint on several TPC facets across various application fields, such as biomedical writing. This book offers a deep understanding of TPC and focuses on several intriguing subjects, such as intercultural and transnational dimensions, and accessibility and disability. One of the strengths of the book is the abundance of real-world examples and research studies with trustworthy research protocols spread throughout several chapters. This book is undoubtedly a great resource for learning about the subject, its trends, and new problems that may arise in the future.
User-created guides, or the "do-it-yourself" (DIY) genre of online procedural discourse, offer their audience access to vital knowledge while allowing them to bypass traditional gatekeeping mechanisms. Some ...
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ISBN:
(纸本)9781450359351
User-created guides, or the "do-it-yourself" (DIY) genre of online procedural discourse, offer their audience access to vital knowledge while allowing them to bypass traditional gatekeeping mechanisms. Some vulnerable communities must further subvert or "hack" institutions to gain access to information that they need to survive exclusive or oppressive policies. In this article, we present original data in an effort to legitimize the work these communities have done while also challenging the boundaries of what constitutes successful design. Edenfield shares his research of medical information-sharing practices of DIY hormone replacement therapy (HRT) for trans individuals. Ledbetter's study of YouTube's beauty community involved collecting and analyzing user-generated makeup tutorials on YouTube as well as interviewing women who self-identify as members of the community. Both studies prompt a reconsideration of what it means to create successful instructional guides. We suggest strategies for avoiding institutional appropriation of these communities' work and for identifying community spaces and the borders that can protect the wellbeing of marginalized individuals.
Although most theorists agree that discourse creates meaning, they have not adequately described how this process emerges within the creation of procedural knowledge. This article explores how technical communicators ...
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Although most theorists agree that discourse creates meaning, they have not adequately described how this process emerges within the creation of procedural knowledge. This article explores how technical communicators in diverse settings based discourse decisions on their knowledge of (a) users, (b) organizational image and constraints, (c) software structure and features, and (d) genre conventions in order to create communication artifacts designed to help users develop procedural knowledge. The transformations in which they engaged indicated that these technical communicators were skilled in forming images in these four areas and then using these images as they created meaning in procedural discourse. In this process, they moved beyond merely translating or transmitting technical knowledge.
Background: We have worked to develop rich communicative environments as a way to study the real-world demands that communication places on language-and-memory-in-use by focusing on the impact of declarative memory im...
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Background: We have worked to develop rich communicative environments as a way to study the real-world demands that communication places on language-and-memory-in-use by focusing on the impact of declarative memory impairments on social interaction. Here, we analyse procedural discoursethe practice of telling another person how to do something (e.g., giving directions). Aims: To facilitate comparison to previous research on procedural discourse, this study includes an analysis of the procedural steps produced by target participants. This study also offers a novel approach by focusing on the collaborative and interactional nature of how procedural discourse is produced to meet the demands of real-world communication. Methods & Procedures: procedural discourse samples were obtained on nine individuals with hippocampal amnesia and nine comparison participants each interacting with a clinician. Using traditional procedural and linguistic-based measures and interactional discourse measures, we analysed target participants' individual contribution to procedural descriptions and contributions of both the clinician and participant across the samples. Outcomes & Results: No significant group differences were observed for procedural and linguistic-based measures. Rather, participants with amnesia were more reliably distinguished on interactional discourse measures (e.g., lack of engagement and support for clinician, less detail and personalisation of procedural steps, difficulty in shifting social stance). Conclusions: These findings accord with our previous research suggesting that hippocampal amnesia disrupts the flexible deployment of declarative knowledge and the ability to shift social stances/perspectives to meet the demands of social interaction. These findings contribute to the evolving portrait of language-and-memory-in-use and further support the value of examining interactional aspects of communication in the empirical study of brain-behaviour relationships.
In Nathan's second prophetic speech (2 Sam. 7:8-16), at first the flow of narrative discourse is carried on by the sequence of the verbal forms qtl-wayqtl-wayqtl (vs. 8b-9a) but, in v. 9b, the flow is changed, if ...
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In Nathan's second prophetic speech (2 Sam. 7:8-16), at first the flow of narrative discourse is carried on by the sequence of the verbal forms qtl-wayqtl-wayqtl (vs. 8b-9a) but, in v. 9b, the flow is changed, if not stopped, by the sequence w-qtl... w-qtl... See 1 Sam 17:38, 2 Sam 12:16. Vs. 9b-11a is what Longacre calls a "how-it was-done" procedural discourse and serves structurally as a transition from the Lord's past dealings with David in vs. 8b-9a to his future dealings with David in vs. 12-16. Thus, vs. 8b-9a conveys a past fact, and how it was done is explained concretely by the "procedural" discourse in vs. 9b-11a. Such a narrative-procedural discourse with the sequence of verbal forms wayqtl... w-qtl can also be seen in 1 Sam 1:4, 7:15-16, 2 Sam 13:18, Job 1:5.
作者：
Robin, F.Laboratoire
Éducation Cognition et Développement EA 3259 Université de Nantes 44312 Nantes cedex 03 BP 81227 France
The aim of the present study is to highlight the existence of a schematic knowledge stucture, which governs production and comprehension of route descriptions. Analyses of productions show that structural characterist...
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作者：
Riley, KUniv Minnesota
Ctr Study Informat Design & Proc Dept Composit Duluth MN 55812 USA
Previous researchers have noted rhetorical differences between primary manuals (i.e., those produced by the manufacturer) and secondary (i.e., after-market) manuals such as those in the Dummies series. Three manuals f...
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ISBN:
(纸本)0780379497
Previous researchers have noted rhetorical differences between primary manuals (i.e., those produced by the manufacturer) and secondary (i.e., after-market) manuals such as those in the Dummies series. Three manuals for Dreamweaver 4 software - the primary manual, the Dummies manual, and another secondary manual - were compared for their use of positive politeness strategies identified by Brown & Levinson within the theory of linguistic pragmatics. The Dummies manual uses a large variety and number of positive politeness strategies. These strategies account in large part for the unique tone of the Dummies manual. In addition, because positive politeness strategies serve to build rapport, these strategies may account for the popularity of the Dummies series. The theory of positive politeness provides a well-developed, systematic method for describing and explaining the way that tone is achieved through the use of specific linguistic features. Keywords: politeness, procedural discourse, software documentation, user's manuals.
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