要旨：第8回 国際シンポジウム　The Edges of Language Socialization Studies（2010・9・17 & 18開催）

1.Akira Takada (Kyoto Univ.)

Interactional analysis of the give-and-take activity

Young children become increasingly active in taking things from or giving things to another in the second year after the birth. The interaction patterns are then gradually shaped, with reference to the cultural norms of a given speech community (Ochs 1988; Takada 2005). What is emphasized less often is that young children do not always take actions in accordance with the sequential order of interactions. When the variety of operations increased, the pattern of the interaction becomes rather disarrayed. The reactions to such “infelicitous” actions are important, particularly when discussing early language socialization. Using videotaped interactions involving 8- to 14-month-old Japanese infants, which were collected through our longitudinal study on Caregiver-Child Interactions since 2007, I clarify the conditions that enable the give-and-take activity. The analysis suggests that infants at this age gradually begin to comprehend themselves through their reflection in others. Consequently, infants become foresee and organize the framework of their activity, a framework that is formed socio-culturally.

2.Lourdes de León (CIESAS)

Triadic participation frameworks and affect in Zinacantec Mayan language socialization: The emergence and design of the overhearer

Chavajay and Rogoff (2002) assessed cross-cultural differences in the way children are socialized to interact with others. The authors argue that the Euro-American middle-class “dyadic prototype interaction of one-partner-at-a-time” (2002:144) is in clear contrast with Guatemalan Mayan children’s socialization in which children routinely participate in “complex multidirectional shared arrangements” (Rogoff 2003:145). They further state that this difference has effects on the role children play in apprenticeship situations. Along this line, scholars in the language socialization field have highlighted participatory complexity and sociocentrism in children’s communicative environments (de León 1998, Ochs & Schieffelin 1984). In this paper, I argue for the theoretical value of triadic interaction in language acquisition and socialization. In examining corporeal arrangements, face formations, and preferred participation frameworks, I show how Zinacantec Mayan children develop a participatory competence as overhearers. In the design of the overhearer, I distinguish between overhearers as intended or non-intended addressees. As intended addressees, young children are socialized to listen to others, as they are constructed as the targets of teasing, shaming, scolding, or accusations. As non-intended addressees. I analyze how young children find their way into being focal participants. Here multimodality is central in how they coordinate their actions with other participants. Studies with older children have shown that triadic participation frameworks offer many important socializing resources. I also show how, in Zinacantan, directives are accomplished with triadic participation frameworks, as well as with indirection and affect. In sum, I show that the overhearer participant status affords the child with observation, attention, inference, and participation long before he/she learns to speak.

3.Penelope Brown (Max Planck Institute for Psycholinguistics)

Learning language and culture through social interaction: A (modified) language socialization perspective

The hallmark of a language socialization perspective on childhood is the combination of detailed analysis of naturally-occurring social interactions with ethnographically sensitive interpretations of the presuppositions underpinning language practices that shape the child’s understanding of taken-for-granted cultural truths. Researchers in this tradition have succeeded in challenging the assumptions of developmental psychologists as to what is universal in children’s development and in how children are treated interactionally. Drawing on my longterm research in two field locations, the Tzeltal Maya of Mexico and the Rossel Islanders of Papua New Guinea, I present some results of studies on prelinguistic communication with infants, on children’s development of language and interactional style, and on local understandings of childhood. I discuss some limitations of the language socialization paradigm – in particular the focus on cultural specificity in interaction practices and the corresponding underemphasis on the universal underpinnings of human interaction – and propose some techniques for addressing these limitations.

4.Keiko Ikeda (Kansai Univ.)

Identity work and membership construction through donatory auxiliary verbs in Japanese: A case of political candidates’ oratory discourse

The study examines how the auxiliary donatory verbs, particularly the verb of giving and receiving (e.g., -morau), play a role in indexical projection (Lyons, 1977; Silverstein, 1976) in Japanese. Furthermore, the study explores that because of the social deictic nature of the auxiliary donatory verbs, speakers make use of them to achieve certain social identity and engage in complex membership work. An examined case is political candidates’ oratory discourse during a municipal election in Tokyo. The candidates, both incumbents and the novice challengers, must touch on (political) actions and future policies to pursue in their orations. In doing so, the candiates manage self-positioning vis-à-vis the audience (i.e., the electorates) by making a choice of which auxiliary donatory verbs to use. The presentation will illustrate these observations with actual discourse segments from the data.

5.Tomoko Endo (JSPS / Kyoto Univ.)

Epistemic stance marking in Mandarin conversation

Stancetaking in discourse has been attracting increasing interest from researchers of interaction (Englebretson 2007). Epistemic stance, which has traditionally been regarded as the manifestation of subjectivity, has come to be recognized as emerging from dialogic interaction (Kärkkäinen 2006). This study investigates the functions of wo juede ‘I feel/think’ in Mandarin Chinese though examination of videotaped conversations. I show that wo juede at sentence-initial position works as a device for mitigating conflict between participants, and that wo juede at sentence-final position can be used as a device for soliciting turn-transition. I also compare sentence-final wo juede with sentence-final particle ba, and argue that the grammaticalization of sentence-final wo juede is strongly motivated by interaction.

6.Yufuko Takashima (Kyoto City University of Arts)

Subjectivity and perspectives on five senses in Japanese

This presentation studies spatial features of transitive and intransitive perception verbs in Japanese focusing on the asymmetry on their coding of viewpoint and examining it from the viewpoint of embodiment of “viewpoint”. We discuss the distinctive features of Japanese: a restriction on a subjective expressions’ subject (Kuroda 1973). One of the central problems is intransitive verbs of vision and audio. Though they are intransitives with one argument, we can find the experiencer still governs their sentences as semantic subject when we observe their spatial coding. We can demonstrate Japanese perception expressions are similar to both psychological expressions and motion event expressions and these expressions are based on their embodied relationship between perceiver and perceived objects. Other sensory modalities catch other features of perception. We can paraphrase the intransitive sentence into adjective sentence and classify it into copulative. Touch verbs cannot express tactile perception itself but express simple events of contact between two objects, sometimes including speaker’s body.

7.Lourdes de León (CIESAS)

Indirectness, participation, and affect in directive-response trajectories: A look at Tzotzil Mayan strategies for socializing children’s attention

Recent studies (Goodwin 2006) have examined how directive-response trajectories create ecologies of attention that socially organize the everyday lives of families. In this paper, I examine trajectories of action with directives used by a Mayan Zinacantec family in everyday activity. I first show that directives are relatively low in frequency between adults and children in domestic chores where roles and responsibilities are tacitly agreed upon. Variations across family members show differences in ages, authority, expertise, and responsibilities. I then examine directive-response trajectories involving a toddler and his different caretakers. I show that all cases of directives that are not complied with in the sample lead to indirection through threats and affective stances that avoid spatial facing-formations. Adults reorganize participation frameworks by seeking emotional alignment with third parties, leaving the child as an overhearer of his moral dilemma. Compliance is therefore achieved through a mutual affective alignment that appeals to an ethics of collaboration without coercing the child to directly confront the party delivering the directive. The study is framed within the approach of ethnomethodology, talk-in-interaction, and language socialization. It is based on a longitudinal ethnographic and linguistic study of a focal family and eight complementary families in the Tzotzil hamlet of Nabenchauk, Zinacantan, Chiapas, México.