Pragmatic ability and disability as emergent phenomena

A holistic approach to pragmatic ability and disability is outlined which takes account both of the behaviour of individuals involved in the communicative process, and also of the underlying factors which contribute to such behaviour. Rather than being seen as resulting directly from a dysfunction in some kind of discrete pragmatic ‘module’ or behavioural mechanism, pragmatic impairment and also normal pragmatic functioning are instead viewed as the emergent consequence of interactions between linguistic, cognitive and sensorimotor processes which take place both within and between individuals

Classifying types of gesture and inferring intent

In order to infer intent from gesture, a rudimentary classification of types of gestures into five main classes is introduced. The classification is intended as a basis for incorporating the understanding of gesture into human-robot interaction (HRI). Some requirements for the operational classification of gesture by a robot interacting with humans are also suggested

The relation between pitch and gestures in a story-telling task

Anecdotal evidence suggests that both pitch range and gestures contribute to the perception of speakers\u2019 liveliness in speech. However, the relation between speakers\u2019 pitch range and gestures has received little attention. It is possible that variations in pitch range might be accompanied by variations in gestures, and vice versa. In second language speech, the relation between pitch range and gestures might also be affected by speakers\u2019 difficulty in speaking the L2. In this pilot study we compare global pitch range and gesture rate in the speech of 3 native Italian speakers, telling the same story once in Italian and twice in English as part of an in-class oral presentation task. The hypothesis tested is that contextual factors, such as speakers\u2019 nervousness with the task, cause speakers to use narrow pitch range and limited gestures; a greater ease with the task, due to its repetition, cause speakers to use a wider pitch range and more gestures. This experimental hypothesis is partially confirmed by the results of this study

The role of semantically rich gestures in aphasic conversation

Background: Gestures are spontaneous hand and arm movements that frequently accompany speech and play an important role in everyday communication (Kendon, 1997). Many gestures are semantically rich; for example, they reflect concrete or abstract reference in the discourse (iconic, metaphoric and air writing & number gestures) or convey meaning in their own right (pantomime and emblem gestures). Other gestures are semantically empty; for example, they refer to places or objects (deictic gestures) or mark speech rhythm (beat gestures). Finding out more about the different roles of gestures in speech production, helps us to better understand the relationship between language and gestures. This novel study addresses the following research questions: (1) To what extend do PWA and neurologically healthy participants (NHP) employ semantically rich gestures (iconic, metaphoric, pantomime, emblem and air writing & numbers) in comparison to semantically empty gestures (deictic, beat and other)? What impact does the semantic competence of PWA have on gesture production? (2) Do semantically rich gestures take different roles (facilitative, communicative, augmentative, compensatory) during conversation? (3) Do different conversation topics (i.e., narrative and procedural) elicit different gesture patterns

Nonverbal communication in EFL teaching

XXI Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2016)In recent years a number of researchers have stressed the importance of nonverbal communication – especially Kinesics – in the teaching and learning of languages (Bernsen, 2002; Jung, 2003; González, 2004; Querol-Julián and Belles-Fortuño, 2010; Surkamp, 2014). This paper aims to investigate the importance of gestures in the communication process and how the appropriate use of nonverbal communication enhances classroom interaction and contributes to conveying meaning. EFL language teaching can benefited from nonverbal communication when this is used in an effective way. The paper examines a small corpus of two videos taken from YouTube in which EFL teachers’ discourse and co-speech gestures (McNeill, 1992) were analysed. Results suggest that teachers used primarily iconic hand movements, which in turn enhanced students’ acquisition of the target language (TL). Finally, a section of pedagogical implications will focus on the appropriate use of gestures in a number of interactive activities

Presenting in Virtual Worlds: An Architecture for a 3D Anthropomorphic Presenter

Multiparty-interaction technology is changing entertainment, education, and training. Deployed examples of such technology include embodied agents and robots that act as a museum guide, a news presenter, a teacher, a receptionist, or someone trying to sell you insurance, homes, or tickets. In all these cases, the embodied agent needs to explain and describe. This article describes the design of a 3D virtual presenter that uses different output channels (including speech and animation of posture, pointing, and involuntary movements) to present and explain. The behavior is scripted and synchronized with a 2D display containing associated text and regions (slides, drawings, and paintings) at which the presenter can point. This article is part of a special issue on interactive entertainment

Detecting Emotional Involvement in Professional News Reporters: An Analysis of Speech and Gestures

This study is aimed to investigate the extent to which reporters\u2019 voice and body behaviour may betray different degrees of emotional involvement when reporting on emergency situations. The hypothesis is that emotional involvement is associated with an increase in body movements and pitch and intensity variation. The object of investigation is a corpus of 21 10-second videos of Italian news reports on flooding taken from Italian nation-wide TV channels. The gestures and body movements of the reporters were first inspected visually. Then, measures of the reporters\u2019 pitch and intensity variations were calculated and related with the reporters' gestures. The effects of the variability in the reporters' voice and gestures were tested with an evaluation test. The results show that the reporters vary greatly in the extent to which they move their hands and body in their reportings. Two gestures seem to characterise reporters\u2019 communication of emergencies: beats and deictics. The reporters\u2019 use of gestures partially parallels the reporters\u2019 variations in pitch and intensity. The evaluation study shows that increased gesturing is associated with greater emotional involvement and less professionalism. The data was used to create an ontology of gestures for the communication of emergenc

Teaching learners to communicate effectively in the L2: Integrating body language in the students\u2019 syllabus

In communication a great deal of meaning is exchanged through body language, including gaze, posture, hand gestures and body movements. Body language is largely culture-specific, and rests, for its comprehension, on people\u2019s sharing socio-cultural and linguistic norms. In cross-cultural communication, L2 speakers\u2019 use of body language may convey meaning that is not understood or misinterpreted by the interlocutors, affecting the pragmatics of communication. In spite of its importance for cross-cultural communication, body language is neglected in ESL/EFL teaching. This paper argues that the study of body language should be integrated in the syllabus of ESL/EFL teaching and learning. This is done by: 1) reviewing literature showing the tight connection between language, speech and gestures and the problems that might arise in cross-cultural communication when speakers use and interpret body language according to different conventions; 2) reporting the data from two pilot studies showing that L2 learners transfer L1 gestures to the L2 and that these are not understood by native L2 speakers; 3) reporting an experience teaching body language in an ESL/EFL classroom. The paper suggests that in multicultural ESL/EFL classes teaching body language should be aimed primarily at raising the students\u2019 awareness of the differences existing across cultures

Communicative functions of rhythm in spoken discourse - the case of radio broadcasting

Time is one of the most precious resources in the audio-visual media. Journalists working in radio broadcasting are particularly subject to time constraints. Their message has to be passed on by the speech signal in a few minutes or seconds without visual support of written text or pictures. Therefore, the message has to be structured in a way that the most important aspects of the information are made prominent and interesting for the audience. On the other hand, journalists have to keep in time and need strategies to orient themselves in time in order to achieve exact timing of their spoken discourse. In this article, I lend support to the notion that the rhythmic structure of speech is one of the major tools for journalists to succeed in this endeavor. First, I review some of the literature on the nature of speech rhythm and its role for speech perception, language acquisition, processing and interaction. Second, the state of the art about what we know about rhythmic prominence in radio broadcasting is given. Finally, the idea will be advanced that speech rhythm, sometimes in conjunction with gesture, improves timing and time estimation in journalists speaking on air. A rich set of literature from different domains is presented in order to identify major questions and pathways for future research on speech rhythm in radio broadcasting.Le temps est une ressource précieuse dans les médias audio-visuels. Les journalistes qui travaillent à la radio sont particulièrement soumis aux contraintes temporelles. Leur message doit être diffusé en quelques minutes ou secondes sans le support visuel d'un texte ou des images. Ainsi, le message doit être structuré de telle façon que les aspects les plus importants seront proéminents dans le discours et intéressent l'audience. D'un autre point de vue, les journalistes ont besoin de bien contrôler le temps qu'ils mettent eux-mêmes pour prononcer leur discours et de s'orienter dans le temps pour ajuster le temps de leur intervention le plus précisément possible. Dans cette contribution, j'examine l'hypothèse que le rythme de la parole fournit les structures nécessaires pour la réussite dans ces défis journalistiques. Dans un premier temps, je présente la littérature sur la nature du rythme de la parole et son rôle dans la perception et le traitement de la parole, l'acquisition de la langue et dans l'interaction. Deuxièmement, je passe en revue les résultats principaux des études concernant la proéminence rythmique dans le phonostyle radiophonique. Finalement, l'hypothèse défendue est que le rythme de la parole, parfois concurremment avec les gestes, conduit à un meilleur timing et une meilleure estimation du temps par les journalistes eux-mêmes quand ils sont à l'antenne. L'article fournira au lecteur un aperçu détaillé et multidisciplinaire de la littérature et identifiera les enjeux et de nouvelles pistes pour la recherche future à propos du rythme de la parole à la radio