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dc.contributor.advisorRey, Véronique
dc.contributor.authorRomain, Christina
dc.date.accessioned2019-07-12T09:46:50Z
dc.date.available2019-07-12T09:46:50Z
dc.date.issued2016
dc.identifier.citationRomain, Christina et Véronique Rey, “Stratégies d’affirmation et gestion (co-)énonciative de la tension verbale dans l’interaction didactique.” «Testi e linguaggi» 10(2016): 143-162. [Studi monografici. Sistemi e strategie di affermazione nella interazione A cura di Inmaculada Solís García, Juliette Delahaie e Nicoletta Gagliardi]it_IT
dc.identifier.isbn978-88-430-8039-7it_IT
dc.identifier.issn1974-2886it_IT
dc.identifier.urihttp://elea.unisa.it:8080/xmlui/handle/10556/3411
dc.identifier.urihttp://dx.doi.org/10.14273/unisa-1654
dc.description.abstractIn this article, we will discuss the affirmation of a teenage student with intellectual disability when interacting with his teacher. This affirmation co-occurs when a variety of speech acts are performed and interpreted by both parties, despite the student’s language difficulties. Thus, the meaning of a gesture, an intonation a sound, etc. may differ from one turn taking to another. Each interactant, therefore, plays a key role in interpreting the meaning attributed to every cue. Data from a teacher-student interaction (videotaped) taken from an ethnographic qualitative study conducted within the framework of a master’s degree project (Lavigne, 2014) {non c’è biblio}will be deeply analysed to explore the diverse forms of the student’s affirmation. These affirmation marks show that despite his handicap, he understands the topic of conversation and contributes to its evolution. Moreover, he affirms his full interactant’s status by his affective responses to what is being said and by his strategies to make sure he is deeply understood.it_IT
dc.format.extentP. 143-162it_IT
dc.language.isofrit_IT
dc.publisherRoma : Carocciit_IT
dc.sourceUniSa. Sistema Bibliotecario di Ateneoit_IT
dc.titleStratégies d’affirmation et gestion (co-)énonciative de la tension verbale dans l’interaction didactiqueit_IT
dc.typeJournal Articleit_IT
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