On the role of voice and prosody in argumentation among pre-school children

Authors

  • Ines Bose Martin-Luther-Universität Halle-Wittenberg
  • Kati Hannken-Illjes Philipps Universität Marburg

DOI:

https://doi.org/10.1558/rcsi.12415

Keywords:

argumentation, voice, multimodality, play

Abstract

This paper focuses on the role of voice and prosody in children’s argumentation and its relation to framing argumentation as more or less cooperative. Theoretically the project draws from rhetoric, argumentation studies, child studies and linguistics. After a brief overview of the current state in children’s argumentation we shall discuss the notion of multimodality in argumentation studies, specifically the role of voice and prosody in argumentation. The paper analyses two instances of child–child argumentation that show striking similarities and differences: Both deal with the same quaestio – that is the same controversial standpoint – and employ similar topoi – that is formal and material resources for arguments. However, they differ with respect to the cooperative framing – that relates in part to the framing of the interaction as fictional or factual – and with respect to the interaction tension. Methodologically, the paper takes a sequential perspective, grounded in conversation analysis and auditory phonetics. We work with longitudinal corpora of authentic child–child communication (3.0–7.0) in play. We argue that other-than-verbal means like voice and prosody play a crucial role in framing the interaction, thereby mediating the degree of cooperativity. This mediation has consequences for the elaboration of argumentative sequences by the children. Thus, voice and prosody we argue, can play a substantial role in argumentation.

Author Biographies

  • Ines Bose, Martin-Luther-Universität Halle-Wittenberg

    Ines Bose is associate professor of speech science at Martin Luther University Halle-Wittenberg, Germany. She was trained in Speech Science at Martin Luther University Halle-Wittenberg, where she received her PhD (phonetic analysis of spontaneously produced language) and her habilitation (analysis of children’s vocal-articulatory expression in social roleplaying). Currently, her research focuses on phonetics and rhetoric in foreign language teaching in German, phonetics and rhetoric in broadcasting, conversation analysis, theory and didactics of reading aloud and development of children’s communicative skills (vocal-articulatory expression of pre-schoolers, argumentation skills of pre-schoolers, communication in social roleplaying, promoting communication skills in kindergarten and
    school).

  • Kati Hannken-Illjes, Philipps Universität Marburg

    Kati Hannken-Illjes is professor of speech communication at Philipps Universität Marburg, Germany. She studied speech communication at Martin Luther Universität Halle-Witterberg, Germany and CSU Long Beach, USA and received her PhD for a dissertation on argumentation competence. Her research focusses on the relation of argumentation and narration with a stress on the judicial field, the forms of argumentation in peer communication among pre-schoolers, methodological questions in argumentation studies and on communication in the medical field with a focus on conversations between midwifes and clients and the ways they interactively produce understanding and relevance in conversation.

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Published

2020-07-21

Issue

Vol. 4 No. 1 (2020): Special Issue: Explaining and Arguing: The Role of Co-Construction and Multimodality

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Articles

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How to Cite

Bose, I., & Hannken-Illjes, K. (2020). On the role of voice and prosody in argumentation among pre-school children. Research on Children and Social Interaction, 4(1), 51-72. https://doi.org/10.1558/rcsi.12415

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