<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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 and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian 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, [<xref ref-type="bibr" rid="j_plc-2019-0009_ref_052_w2aab3b7b9b1b6b1ab1ac52Aa">Shiro, 2003</xref>]); and the use of evidential markers, understood as speaker’s reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [<xref ref-type="bibr" rid="j_plc-2019-0009_ref_054_w2aab3b7b9b1b6b1ab1ac54Aa">Shiro, 2007</xref>]), including markers of politeness which serve to mitigate (or intensify) the confrontation (<xref ref-type="bibr" rid="j_plc-2019-0009_ref_060_w2aab3b7b9b1b6b1ab1ac60Aa">Watts, 2003</xref>). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.</p></abstract>

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 and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian 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]); and the use of evidential 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 stance-taking strategies produced by children at this early age in confrontational interactions with their peers.

Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Stance-taking in Spanish-speaking Preschoolers\u2019 Argumentative Interaction"}

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...

Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction

Publié en ligne: 05 oct. 2019

Pages: 184 - 211

DOI: https://doi.org/10.2478/plc-2019-0009

Mots clés
children’s disputes, stance-taking, evaluative language

© 2019 Martha Shiro et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction

Publié en ligne: 05 oct. 2019

Pages: 184 - 211

DOI: https://doi.org/10.2478/plc-2019-0009

Mots cléschildren’s disputes, stance-taking, evaluative language

© 2019 Martha Shiro et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
children’s disputes, stance-taking, evaluative language