Do Toddlers Argue? A Study Proposal for the Discourse of L. (2.6 to 3.6 years)
This text, based on two data extracted from the corpus of our master’s research, aims to discuss L.’s argumentative discourse, specifically the role of gestures and multimodality (Cavalcante, 1994, 2012; Vasconcelos, 2017), within the discursive movements of argument – counter-argument – response (L...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | inglés portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/766 |
| Acesso em linha: | https://cadernos.abralin.org/index.php/cadernos/article/view/766 |
| Access Level: | acceso abierto |
| Palavra-chave: | Argumentação Multimodalidade Criança Aquisição da Linguagem Abordagem dialógico-discursiva Argumentation Multimodality Children Language Acquisition Dialogic-Discursive Approach |
| Resumo: | This text, based on two data extracted from the corpus of our master’s research, aims to discuss L.’s argumentative discourse, specifically the role of gestures and multimodality (Cavalcante, 1994, 2012; Vasconcelos, 2017), within the discursive movements of argument – counter-argument – response (Leitão, 2006, 2007a, 2007b, 2008), based on the categories of analysis proposed by Vieira (2011) and from a dialogic-discursive theoretical perspective (Bakhtin, 2016; Bruner, 1983; Del Ré et al. 2006, 2014a, 2014b, 2016, 2021; Volóchinov, 2018; Vygotsky, 2005). This is therefore an excerpt from a longitudinal, naturalistic (observations take place in familiar contexts) and qualitative case study, the corpus of which is part of the NALíngua group database (Del Ré et al., 2016). The text provides a brief methodological and theoretical contextualization and, at the end, presents some considerations about the analysis and preliminary results. |
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