Metacommunication

La metateoría de la comunicación ha sido utilizada tradicionalmente con fines epistemológicos. Este artículo plantea que también es una vía válida para hacer análisis de primer nivel y solucionar problemáticas comunicativas. El (Meta)modelo Pragmático de la Comunicación responde a este reto.

This essay proposes a Pragmatic Metamodel of Communication (PMC) for expanding the practical role of metatheory (a theory of theories), conceived here as a useful tool for directly analyzing interpersonal interactions. Traditionally, metatheory has been used in an epistemological way (e.g., for the organization of knowledge) rather than in a practical way. However, starting from the traditions of thought proposed by Craig in his article Communication theory as a field, this essay argues and illustrates that metatheory can also be useful for making direct analysis of communication and enriching, at the same time, our understanding of communicative conflicts. This challenge is answered by the PMC, a (meta)model articulated on three levels: culture (shared values), dialectical tensions (contradictions that are primary forces in relationships) and metacommunication (talk about communication)

This paper focuses on turn-taking in English and Japanese talk shows and analyzes when, where, and why turn-taking 1 occurs. It argues that turn-taking is not rule-governed but interactive. The quantitative and qualitative analyses reveal that the degree of interactiveness and the functional distribution of turn-taking differ between English and Japanese participants. Moreover, these differences are related to the difference in the linguistic ideology of speakers' turn-taking.

By giving full emphasis to the impossibility of not to communicate, the first axiom of communication stresses how communication is an event not subject to cessation. It is this never-ending characteristic that impels us to the need to ponder on metacommunication as " communication about communication ". By taking a philosophically informed and pragmatic stance, this paper deals with the concept of " metacommunication " and tries to incorporate it in the theory of communication. It posits communication is a multilevel dialectical happening in which metacommunication presents itself a kind of second order communication. The paper describes communication as an ad infinitum process in which every communication supposes always more communication. Metacommunication is the answer to the relationship level of communication and that's why we postulate metacommunication as a re-communicating communication.

Overview: The various forms of interpersonal communication that take place on the internet are considered and several questions concerning the efficacy of interpersonal communication over the internet are raised (i.e. whether this form of communication can be compared to actual face-to-face communication).

.....the double bind as constituting an entirely new, non-material, principle of evolution, major conceptual revisions may need to be made in our general understanding of evolution as contained within the “modern evolutionary synthesis”.

KEYWORDS:
behavior, communication, context, contradiction, deutero-learning, double bind, epistemology, evolution, incompleteness theorum, kinesics, learning, logical type theory, metacommunication, metamessages, metatheory, mystification, paradox, relationships, schismogenesis, schizophrenia,  scientific elegance, symmathesy, teleology, temporality, transcontextual, transdisciplinary, trauma

Vzďaľovanie? Česko-slovenské a slovensko-české jazykové vzťahy v dvadsaťročí po rozdelení spoločného štátu 1 Mira Nábělková Katedra středoevropských studií FF UK v Praze Medzi otázkami, ktoré priťahujú laickú aj odbornú pozornosť pri hodnotení toho, čo prinieslo dvadsaťročie existencie Českej republiky a Slovenskej republiky po rozdelení spoločného štátu, zaujíma osobitné miesto problematika vývinu jazykových vzťahov. Jazyková otázka, kontinuálne prítomná v dejinách vzájomných vzťahov Čechov a Slovákov, nestratila závažnosť a aktuálnosť ani v novom vývinovom období a vynárala sa na oficiálnych úrovniach aj v každodennosti občanov v celom jeho priebehu. V príspevku sa pokúsim "v niekoľkých obrazoch" načrtnúť vývin českého a slovenského právneho rámca vo vzťahu k druhému jazyku a poukázať na špecifické vývinové javy v česko-slovenskej a slovensko-českej medzijazykovej komunikácii.

The aim of the book (of the successive studies compiled in the book) is to show the means by which the film spectator, and literary reader, is helped to navigate the text, the main discourse. Mostly by different kind of optical transitions in film, stylizations - deviations from the contextual standard, by rhetorical figures, insertions of verbal into pictorial, and reverse, use of nondiegetic music etc. All the described means are interpreted as part of 'metacomunicational regulation of communication'. Rhetorics of film is interpreted as communicational pragmatics of film.

CONTENTS: Preface: how to give sense to exceptions - I. THE SENSE OF DEPARTURES; 1. Theory of stylization (sensible deviation, departure): 1.1. Rhetorical figure and departure; 1.2. Is rhetorical figure necessarily a deviation; 1.3. When a deviation is a rhetorical figure, and not a mistake;  1.4. Do rhetorical figures have unique class of functions?; 1.5. Lawful appearance of stylizations; 1.5. Stating the theses: rhetorical figures as a metadiscoursive device. 2. Metadiscoursive function of rhetorical departures: 2.1. Paradox?; 2.2. Stylization 'reservations' within the classical film narration: 2.2.1. Scene opening; 2.2.2. Intra-scenic shifts; 2.2.3..Scene ending; 2.2.4. Strategic evaluation points; 2.2.5. Rhetorical comments; 2.2.6. Stylizations as Indices of the generic membership of a discourse; 2.3. Metadiscoursive function of stylizations; 2.4. Metacommunication as autonomous regulation system; 2.5. Stylistic departures as supradiscoursive signals. II. "REGULATORS" - REGULATIVE ELEMENTS IN FILM DISCOURSE: 3. The use of rhetorical figures in Hitchcock's Frenzy: 3.0. Introduction; 3.1. The case of metonimic deprivation in Frenzy: 3.1.1. Somebody shouted? Nothing to do with it; 3.1.2. Cooperative principle and the betrayal of expectation; 3.1.3. How to recognize what to regard as specially important in a discourse?; 3.1.4. Experiential benefits from Hitchock's metonymy; 3.1.5. Strategic discourse function; 3.1.6. Ludic, ironic aspect; 3.2. Strategic discoursive placement of the other rhetorical figures in Frenzy: 3.2.1. Metonymic dolly-out; 3.2.2. The figure of delay; 3.2.3. Transitional separation by analogy; 3.2.4. Transition through ellipsis; 3.2.5. Connecting by analogy; 3.2.6. Character's imaginations inserts; 3.2.7. Orienting figures; 3.2.8. Modificatory figures; 3.3. Interpretation of the function of rhetorical figures: 3.3.1. Basic properties of described rhetorical figures; 3.3.2. Rhetorical figures as "regulatory signals" in classical film discourse; 3.4. Transitional epilogue. 4. Pictorial element in language discourse, and language-texts in pictorial discourse: 4.1. Pictorial elements in predominantly language discourse; 4.1. Verbal elements in the context of predominantly pictorial medium - the case of Casablanca; 4.3. The class of elements with special status; 4.4. Unique function of a variety of functions of discourse 'exceptions'; 4.5. Metacomunicative, regulatory function of the methodological level. 5. Nondiegetic music as a "guide" trough film discourse (the case of Casablanca): 5.1. "Ancoring" of nondiegetic film music, and its referentiality: 5.1.1. "Ancoring" of nondiegetic music; 5.1.2. Nature of ancoring of nondiegetic music - its special communicative planing; 5.1.3. Secondary referentiality of nondiegetic music; 5.1.4. Secondary referentiality and multitude of nondiegetic music functions; 5.2. The theory of metadiscoursive regulatory functions of nondiegetic music: 5.2.1 Methodologica "effect" of nondiegetic music; 5.2.2. The generalization of meaning of elements of discourse by nondiegetic music; 5.2.3. Orienting effect of nondiegetic music; 5.2.4. Basic theses: nondiegetic music as a metadiscoursive "guide", as communication regulator. III. RHETORICS AS DISCOURSE PRAGMATICS: 6. Film pragmatics - is it possible?: 6.1. Is pragmatics in principle applicable to film; 6.2. Pragmatic conditions of film discourse: communicative decency in film; 6.3. General relevancy principle; 6.4. The two levels of communication; 6.5. Metadiscoursive function of "film interpunction"; 6.6. Conclusion: film rhetorics as film pragmatics; 7. Metacommunicational regulation of communication; 7.0. The introduction; 7.1. Regulative aspect of communication; 7.2. Communication and social regulation; 7.3. Basic focuses of communicational regulation and metacommunicational signals; 7.4. Situational and trans situational communication; 7.5. Problem of situational regulation of trans situational communications; 7.6. Aspects of metacommunicational regulation of record based communications; 7.7. Conclusion; FILMOGRAPHY; BIBLIOGRAPHY; NOTES ON PAPERS; INDEX; THE AUTHOR'S CV

The term 'paralanguage' was coined in the middle of the twentieth century in response to the problem of how to operationalize and investigate vocal signs and signals that have an impact on utterance meaning but which are not formally grammatical (eg, tone of voice, vocal inflection), and has also been used to characterize textual elements, such as expressive punctuation. For several reasons, 'paralanguage' has never been as popular as 'nonverbal communication', and has typically been subsumed within the latter. However, the vital place of 'paralinguistic' phenomena in human communication has become increasingly evident with the rise of digitally mediated textual interaction (cf emoticons, emoji, and other graphical interactional tools), the development of increasingly sophisticated and responsive voice-controlled interfaces and digital assistants, and even the gestural character of touchscreen technologies. Historically, the idea of 'paralanguage' has been treated with ambivalence, at best, because, in practice, separating language from paralanguage (and verbal from nonverbal) is far more difficult that it might at first seem. However, that very challenge makes the idea of 'paralanguage' a powerful tool for revealing taken for granted or unacknowledged theoretical assumptions about the nature of language, communication, interaction, and information, which carry important implications for communication ethics.

In everyday speech, language is often the topic of talk. In this paper we aim to draw attention to the role of such metalinguistic activity in early language development. We approach this topic through an ecological lens. To achieve this goal, we examine observational data from a single child participating in conversational episodes concerning linguistic phenomenadepisodes which we term "metalinguistic exchanges"dat 2 and 3 years old. We draw attention to how this child, at 2 years old, participates in naturallyoccurring metalinguistic exchanges without yet having a productive command of metalinguistic vocabulary. The sequential organization of the metalinguistic exchanges enables her caregivers to scaffold her participation. We then compare the child's participation in metalinguistic exchanges recorded at 2 years old with a second set of exchanges recorded when she turned 3. This comparison shows that the child's participation in metalinguistic exchanges becomes increasingly skillful and agentive as she learns to initiate metalinguistic exchanges herself. We end the paper with recommendations for future research in an ecological approach to language development. We suggest that, in order to investigate the role of metalinguistic activity in language development, it is crucial to look at children's increasingly skillful and agentive participation in naturally-occurring metalinguistic exchanges.

<i>We have no apartments</i> is a phrase repeated over and over again at the counselling centre for refugees on housing matters based in Vienna, Austria, where I conducted ethnographic fieldwork. Based on an analysis of processes of <i>entextualisation</i>,<i> de-</i> and <i>recontextualisation</i> in the reiterative, discursive chain, this paper traces the emergence of an institutional regime of communication and the ways institutional actors – counsellors and volunteers – produce, navigate and reproduce this regime by engaging in <i>(meta-)communicative work</i>. The analysis shows how individual agency is both contingent and co-productive of institutional order and social order more generally. With this contribution, I propose Judith Butler's concept of the <i>postsovereign subject</i> as a way to understand the relations between "local" practices and wider processes of trans-situational meaning-making.

Many approaches to Human Robot Interaction seek technical solutions to improving peoples' engagement with robots. This paper argues that metacommunication (Bateson's concept of communication about communication) is critical in establishing the 'robot frame'— the negotiated set of layered meanings that guide user expectations. The FURO robot at Robotworld illustrates the metacommunicative black-boxing process that may turn robots into commoditised experiences.

This draft is an exploration of the roots of digital media interaction studies, or digital pragmatics, tying together linguistics, semiotics, information theory, cybernetics, functional approaches to communication, and, finally, multimodality theories. It includes an extensive review of pragmatic and interactional approaches to digital media communication, including digital paralinguistics and metacommunication, that, unlike other such reviews, is not bound by linguistic or sociolinguistic assumptions and constraints. [An updated version of this review is available in my dissertation, and a more less final version in my book, "Communication as Gestures: Media(tion), Meaning, & Movement.]

Transcripts of interactions between patients, kin, and healers open up the lives of four rogi ("sick ones" or "patients") in Matlab, Bangladesh. I compare the pattern of domination and resistance in those interactions with Western biomedical encounters. Patients in Matlab express dissatisfaction with the power relations of family or medicine through low-level means that do not enter discursive consciousness. By indirectly calling attention to the suppression of their voices, patients' metacomplaints—a species of metacommunication evident in two of the interactions—entail an incipient cultural criticism.  [metacommunication, medical interaction, gender hierarchy, social labeling, ideology, Bangladesh, South Asia]

Months after falling from the rafters above her single-room house, Yasmin came to Ali, an Ayurvedic kabiraj (traditional healer) 1 and maker of herbal remedies. She complained of sleeplessness, loss of appetite—and a growing" tumor" near the site of her fractured collarbone. She had already visited many other practitioners and had an X ray taken at a government hospital; they reportedly found evidence of a fracture, ulcers, and cancer. Her husband's resources exhausted, Yasmin had turned to her brother.

This paper focuses on overlaps in interactions between Japanese speakers. Data from eleven
‘intimate’ dyads (pairs of female university students who know each other well) and eleven ‘distant’
dyads (pairs of one female university teacher and one female student meeting for the first time) for
both free conversation and task-oriented interaction, was analyzed. The results showed that for both
groups there were more overlaps per turn in free conversation than in task interaction. However,
overlaps with backchannels were observed more frequently in conversation, while overlaps without
backchannels and overlaps involving the same expressions were observed more frequently in tasks.
Overlaps appeared to help the progress of free conversation, while helping to clarify and express
commonality in tasks. The results indicated atmosphere-based collaboration as a product of
overlapping in free conversation, and content-based collaboration as a product of task interaction. In
both situations, overlaps in student dyads （‘intimate’） reflected a sense of intimacy and empathy,
while overlaps in teacher/student dyads reflected a sense of distance or silence. These results clarify
that participants are conscious of collaboration according to genre and level of intimacy.

By claiming a general graphematic structure of every communication, Derrida builds a critique to traditional notions of unified or stable meaning attacking the paradigm that sees in communication a phonocentric and self-sufficient attempt to seize and transfer meaning in an adequately, clear and understandable way from one point to the other.
Anything functioning as means of communication must possess, in its iterability, the structure of writing. Indeed, communication is a kind of writing. In consequence, it may be examined according to the central notions of Différance, Supplement or Dissemination. The graphematic turn, in effect, opens the path to exam communication according to a de-centered paradigm.
This chapter explores this assumption having in mind the relations between communication and metacommunication. We argue communication is always escaping us. It is permanently traveling along different paths of meaning happening between the lines. So, there is not beginning and no end.  Anything more than communication would just be more communication. Metacommunication is, thus, the endless cycle of communication’s self-differentiation. It supplements communication and is also supplemented by it.

The article deals with the issues of the nature of communicative language teaching. Changing views on the nature of language and learning in relation to theories, objectives, syllabus, classroom activities and the roles of learners, teachers and material which led to the emergence of communicative language teaching are analyzed. Methodology as a communicative process is investigated as well as communicative abilities of interpretation, expression and negotiation. The roles of the teacher and the learners within a communicative methodology are identified. Moreover, the concept of learnercenteredness is analyzed within the learning process domain. A learner-centered curriculum has been compared with the traditional one pointing out similarities and differences between them. It is argued that communicative language teaching has had a major influence on language curriculum development. Therefore, curriculum decision-making in high-structure and low-structure contexts at the planning, implementation and evaluation stages is outlined in this paper. One of the main issues to be considered within curriculum content is needs analysis which provides a basis for setting goals and objectives. Hence, the salient characteristics of the three approaches to needs analysis are presented according to their educational rationale, the type of information collected, the method and the purposes of data collection.

This Psychology article presents the theoretical-conceptual models that characterizes the keys to understanding and to study mental capacity and communication skills, useful in being able to know and analyse Linguistic Intelligence. Studies on the development of Linguistic Intelligence have been conducted predominantly by the following disciplines:

- Neurolinguistics that led to the formulation of mental imaginative insights as the fundamental conception of the Linguistic Generative Intelligence model;
- Social Cognitive Psychology that led to the formulation of mental evolutionary adaptation as a fundamental principle of the Linguistic Constructive Intelligence model;
- Psychology of Communication that led to the formulation of continuous, dynamic and interactive relationship of the communication cycle as a fundamental axiom of the Communication Sciences.

Linguistic Intelligence is determined by typical forms of thinking and reasoning, which adopt particular mental abilities and specific expressive competences with respect to other communication codes, such as the graphic-pictorial, the mimic-gestural, the musical, etc.

The structures, properties, and expressions of Linguistic Intelligence, that characterize the conception, construction and formalization of verbal or written communications between people, can be analysed on the basis of three different fields of studies:
A) PSYCHOLINGUISTIC: study the psychological characteristics and rules of codification and decoding of language, in the psycho-cognitive-pragmatic field of study of linguistic communication).

PsychoLinguistics is connoted by 4 models: Structuralist Cognitivism, Empirical
Taxonomy, Generative Neurolinguistics, Linguistic Metacommunication;
B) LINGUISTIC CREATIVITY: acts in the psycho-ideative field of study of linguistic communication.
The Creativity is determined by the mental processes of Constructive Intelligence and Generative Intelligence.

In this study, I compare the functions of I say and I tell (you) in the different text types in A Corpus of English Dialogues 1560–1760 (CED). The text types differ with respect to a number of parameters, such as the authenticity of the dialogue, the stability of the participant roles, the formality of the setting, and the dominant verbal activities. I show that the two expressions are used with a range of different functions, most of which express the speaker's stance, and I argue that the differences in function are related to differences in the communicative setting and the roles of the participants.

By giving full emphasis to the impossibility of not to communicate, the first axiom of communication stresses how communication is an event not subject to cessation. It is this never-ending characteristic that impels us to the need to ponder on metacommunication as "communication about communication". By taking a philosophically informed and pragmatic stance, this paper deals with the concept of "metacommunication" and tries to incorporate it in the theory of communication. It posits communication is a multilevel dialectical happening in which metacommunication presents itself a kind of second order communication. The paper describes communication as an ad infinitum process in which every communication supposes always more communication. Metacommunication is the answer to the relationship level of communication and that's why we postulate metacommunication as a re-communicating communication.

This qualitative study explored eight 4-year-old children’s peer conflict during pretense. Based on Bateson’s （1972） idea of metacommunication and Goffman’s（1974）frame theory, the researcher found that whether to be in-frame or out-of-frame to negotiate conflict was closely related to the following features: nature of pretense, pretend phase, number of oppositional turns, discourse skill, goal of peer interaction. Most conflicts occurred in socio-dramatic pretense and during the dramatization phase. They often caused children to step out of pretend frame. Those who shared understanding about pretense, including collaborative and parallel players, could metacommunicate longer in-frame. The more oppositional turns
were exchanged, the less engrossed children were in pretense. Children applied a variety of discourse devices, such as “pretend”, “right”, and “too” to evoke comradeship, integrate different opinions, transform symbolic ideas, mutually aware while monitoring each other’s mind. The findings inspire preschool teachers to recognize the characteristics of peer conflict
in children’s pretense, as well as appreciate its significance in the development of pretend play and metacommunicative abilities.

Je propose d’aborder la question de comment on peut lire une image, un espace blanc, un détournement de lettre ou d’un collage dans les œuvres hybrides de l’écrivain américaine Susan Howe. Je prendrai la position qu’on peut communiquer de façon non-verbale et, par ailleurs, que cette nouvelle « communication » verbo-visuelle permet une multiplicité d’instants d’entrer dans l’expérience d’un seule instant—multiplicité d’expériences s’élevant du texte pour l’auteur et le lecteur. Comme Howe l’écrit : « It’s the split between our need to communicate and our need to understand when the other one signals » (The Midnight, 141). Dans cette phrase, l’autre n’est pas un être de parole, pas plus qu’un être d’écriture. L’autre nous « signale », il nous fait signe — et ce signe qui est visuel, matérialisé, nous parle par-delà l’expression langagière.

Pour mieux expliquer l’encadrement de cette proposition d’intervention : Decio Pignatari, Heraldo et Augusto De Campos expliquent qu’en portant une attention particulière à l’aspect visuel et fragmenté, James Joyce nous a fourni une « interprétation organique du temps et de l’espace » qui était un « appel à la communication non-verbale » à la e.e. cummings avec son « atomisation des mots » et son « valorisation expressionniste de l’espace ». Susan Howe reprend ces pratiques dans ses textes qui sont dynamiques dans leur distribution spatiale inédite, bien qu’ils ne soient pas seulement ou totalement optique dans leur déroulement structuro-typographique. Howe construit une poésie qui « bénéficie des avantages de la communication non-verbale, sans renoncer aux virtualités de la parole »[1]. Ainsi s’élève de cette poésie « un phénomène de métacommunication : coïncidence et simultanéité de la communication verbale et non verbale, avec ceci de particulier qu’il s’agit d’une communication de formes, d’une structure-contenu, non d’une simple communication de messages »[2]. Avec le mélange de techniques d’art plastique et de langage, Howe est dirigée par la dissipation de la frontière entre le moi et l’autre, l’usage spatial de la page, et le concept d’un « point du temps où la distinction passé-avenir se dissipe »[3]. Elle utilise des techniques de collage pour mieux exprimer une « Réalité » multiple et fragmentée peut-être née du besoin de retrouver (et / ou d’effacer) le Soi[4]. Howe introduit un espace sur la page et à travers le livre où le sens et la signifiance prennent une forme mobile pour faire d’après Krzysztof Ziarek une poésie évènementielle et trans-chronologique, sans l’illusion d’une stabilité ou d’une fixité dans un temps ou une expérience. Il explique que  « Its challenge translates into a different understanding of meaning: meaning irreducible to signification, to the play of linguistic signs, but, instead, thought of in terms of opening the space for meaning »[5]  et il cite Jean-Luc Nancy qui déclare : « La différence de l’être en lui-même, […] ne fait pas un sens disponible en tant que signification, mais elle est l’ouverture d’un espace nouveau pour le sens, d’un espacement, ou, si on ose dire, d’un ‘spaciosité’ de l’élément spacieux qui seul peut accueillir du sens. »[6]  Pour les poètes contemporains comme Howe, leurs textes restent, « […] des mots à voir avant que d’en lire le sens, à répéter à des moments précis pour en vivre le processus phonématique interne »[7].

NOTES:
[1] Carlo Belloli, « Poésie Visuelle. 1944. », in Valetudo testi e pretesti visuali, Rome-Naples, Press editore, 1976, trad. Romanello Gordiani.
[2] Augusto De Campos, Harolodo De Campos et Decio Pignatari, « Plan Pilote pour la poésie concrète. 1958. », trad. Michel Riaudel, in Jacinto Lageira, éd., Du Mot à l’Image et du Son au Mot : Théories, manifeste, documents, une anthologie de 1897 à 2005, Marseilles, Le Mot et le Reste, 2006, (Coll. Formes), pp. 198.; orig. dans Noigrandes, n°4.
[3] Philippe Sollers, « Littérature et totalité », L’écriture et l’expérience des limites, Paris, Editions de Seuil, (Coll. Tel Quel), 1968, p. 69.
[4] Concept exprimé par Marjorie Perloff, Radical Artifice, Chicago et Londres, University of Chicago Press, 1998.
[5] Krzysztof Ziarek, « “A Sounding of Uncertainty” : Susan Howe’s Gendering of History », in The Historicity of Experience: Modernity, the Avant-Garde, and the Event, Evanston, Illinois, USA, Northwestern University Press, 2001, p. 291.
[6] Jean-Luc Nancy, L’expérience de la liberté, Paris, Galilée, 1988, p. 23.
[7] Belloli, op. cit., Les italiques sont les miennes.

A sociolinguistic analysis of emotion in Iranian culture and language use is developed. The work of Friedrich, Bateson, and others is drawn on to indicate how emotion is represented though metacommunicative, paralinguistic, and stylistic elements of language use. Communicative contexts in Iranian culture are marked in terms of two continua: one of personal and communicative intimacy, from “inside” (baten) to “outside” (zaher), and another of social hierarchy, from contexts indicating hierarchical relationships to those indicating equality. Affectivity in Persian language use is represented through intensification of a statement in relation to its contextual frame, through transposition of a linguistic form appropriate for one frame into another, or through culturally marked withdrawal from social interaction. It is argued that since emotions and psychological characteristics of individuals cannot be observed directly, attention should be focused on the expressive rules of culture rather than on “character” or “personality.”

This chapter examines and focuses on some issues and questions relating to how the use of meta communication concept should be functional and how it could influence knowledge building process. In addition to this, the role of mass communication and the mass communication tools which can be regarded as vital for distance learning, primarily the Internet, television, printed materials, and the categories by which media tools interact are also investigated. The ways mass media interacts with imply the interaction taking place between communicational tools and human mind are quite similar; that's why mental building process of knowledge is dealt with likewise. Mind-tool interaction can be categorized into four sections: interaction through reading, interaction through listening, interaction through seeing-listening, and mutual interaction.

Many approaches to Human Robot Interaction seek technical solutions to improving peoples&amp;#39; engagement with robots. This paper argues that metacommunication (Bateson&amp;#39;s concept of communication about communication) is critical in establishing the &amp;#39;robot frame&amp;#39;— the negotiated set of layered meanings that guide user expectations. The FURO robot at Robotworld illustrates the metacommunicative black-boxing process that may turn robots into commoditised experiences.

The present paper explores the contribution of the Slovak scholar Anton Popovic (1933–1984) to translation studies from the end of the 1960s until the beginning of the 1980s. It mentions the theoretical and methodological underpinnings of Popovic’s work (particularly Jirí Levý and František Miko), briefly analyzes Popovic’s most important publications within the field of translation studies, and discusses criticisms as well as inspirations of his conception of translation. The paper concludes with an evaluation of Popovic’s role in developing the field of Czechoslovak and international translation studies, most importantly ofdescriptive translation studiesandthe manipulation school.

Conspiracy theories are powerful narratives that can decisively shape people's understandings of the world. Despite a long-standing scholarly interest, however, they have not yet been analysed from the angle of metapragmatics. A metapragmatic approach treats the concept of ‘conspiracy theory’ as a label understood to refer to a certain type of discourse, and the theories themselves as potentially demonstrating specific manifestations of metapragmatic awareness by incorporating the label into their theories.

To demonstrate the utility of this approach, the article investigates a conspiracy theory according to which the notion of ‘conspiracy theory’ itself is ruled by government strategy. The analysis, focused on explicit occurrences of metalanguage and metacommunication, reveals that epistemological arguments and notions such as ‘conspiracy theory’ and ‘evidence’ come to be interpreted and judged according to the imagined, stereotypical persona uttering them. Some arguments may then be metacommunicatively denied: denied not based on propositional content, but based on them allegedly representing the ‘mainstream’. The article suggests that the label ‘conspiracy theory’ may hinder rather than resolve disagreements, as it will itself become linked to ‘suspect’ personae.

Az egymásnak látszólag ellentmondó kognitív metaforaelmélet és a relevanciaelmélet nemcsak kiegészít- hetik egymást, de találkozási pontjaik érdekes elemzési lehetőségeket nyújtanak. Egy szigorúbb és egy lazább elemzési példán keresztül tekintem át azokat a területeket, ahol az elméleteknek tartalmi össze- függése lehet. Egyrészt a fogalmi metaforák az absztrakt fogalmak megértését konkrét forrástartomá- nyok bevonása révén segítik, amivel hozzájárulhatnak az optimális relevancia létrehozásához. Ez túl- mutat a relevanciaelmélet által nekik szánt szerepen, amely szerint csupán a laza nyelvhasználat költői eszközei lennének. Lehetséges, hogy a fogalmi leképezések nem elhanyagolható szerepet játszanak kogni- tív környezetünkben. A második elemzésben a metaforák metakommunikatív értékére próbálok rámutat- ni, ami a relevanciaelmélet kiegészítését eredményezheti. Az indirekt beszéd virágnyelve egy olyan meta- forikus réteget jelenthet a nyelvben, amelynek a szemantika szintjén is metakommunikációs értéke lehet.

Quotation and reflective interpretation of previous statements are common features in police interviews. Of particular importance is the uncovering of apparent contradictions between earlier and current responses in interviews of suspects. Conflicting statements can be used by officers as triggers to elicit new responses that explain inconsistencies. In linguistic pragmatics, such reflective commenting on utterances is categorized as metacommunication, i.e. ‘communication about communication’, which includes metarepresentation, i.e. second-order representation of another representation through some form of quotation. Such instances of metacommunication are key-instances of negotiating the communicative interests of its chief participants, which in a suspect interviews consist on the one hand in the interviewers’ purpose of establishing grounds for a potential criminal charge and, on the other hand, the interviewee’s interest in avoiding such a charge. This article analyses exemplary cases of metacommunication in multilingual police interviews from the perspective of quotation pragmatics. The results suggest that police interview training should pay special attention to this area in order to optimise cognitive results.

This paper is intended as a contribution to a body of research on metapragmatics in courtroom settings, particularly in Russian and English judicial discourse, and presents the results of functional analysis of metapragmatic elements. In the article, I claim that meta-utterances are inherent in judicial discourse and perform specific functions that are essential for practising judicial power and discretion in court as well as administering justice. The paper discusses functions of meta-utterances as they are presented in recent scholarship and offers a three-group classification of metapragmatic elements in judicial discourse, according to the types of reality distinguished in (Gibbons 2003). The first group contributes to constructing the primary reality, i.e. the reality of the courtroom; the second group assists in framing the secondary reality, i.e. the reality of the crime or misdemeanor; the third group deals with framing the legal reality. Altogether, these groups of metapragmatic elements construct an organizational frame for the trial. Data for the analysis are drawn from a few trial transcripts of modern Russian and English cases (1998—2008). By using Russian and English data for the analysis, it is demonstrated that the principal functions of judicial meta-utterances are marked by parallelism in Russian and English, while minor differences discovered are related to some other pragmatic categories, e.g. politeness, that are more nationally and culturally specific.

2005 in Clotilde Pontecorvo, ed., Discorso e apprendimento, Carocci, Roma,[244][245][246][247][248][249][250][251][252] Contesti per apprendere, discorsi per conoscere Premessa La riflessione su Discorso e apprendimento mi permette di riprendere un discorso, intessuto anche di ricordi ed esperienze personali, come insegnante prima nella scuola (molti anni fa), poi nell' Università, nel tentativo di 'raccordo' tra i due livelli (v. corsi di aggiornamento, corsi SIS, gruppi di lavoro come Progetto Scienze e Focus 1 , pubblicazioni 2 ,ecc.). Specialmente in un momento in cui alcune strutture significative, come il tempo pieno, sembrano essere messe in discussione se non addirittura cancellate, insieme al ricco patrimonio di esperienze culturali ed umane correlate, sembra importante ritrovare alcuni fili conduttori di un discorso utile per apprendere e conoscere, e dei contesti appropriati per realizzarlo.

A variety of communications architectures, protocols, and management systems necessitates methods and tools for integration of these communications systems components on a variety of different integration levels. No general integration methods exist today which are applicable to the integration of architectures, protocols, and systems. In this article we argue that metacommunication, i.e. communication about communication rules, is such a general integration methodology. We summarize our efforts towards the development of an automated methodology for meta-communication. We view meta-communication as a distributed design problem. Meta-communicating entities exchange partially specified communication rules. Each entity, or a metacommunication center, applies a standard composition principle on the individual partially specified mles in order to derive the complete protocol architecture. We report on an existing implementation of the metacommunication mechanism and on translators that transform the resulting specification into C code. 1. INTRODUCTION Ihe goal of automating meta-communication is the capability of designing. specifying, and implementing communication rules at run-time. This means, communication is enabled solely through the metacommunication mechanism. Initially, the only known common denominator between comunication partners is the metacommunication mechanism. That mechanism defines the communications rules and therefore defines the way in which the components are to be integrated to a system. Thus, a meta-communication method is the basic tool for integration of communications systems. We have developed, [8], [9], and partially implemented, [Ill, [13]. a methodology that automates meta-communication. In the following sections we summarize our results and report on the implementation. Meta-communication can be defined in such a way to include negotiation about communications media and media access pmcedures. This can be done by using a different communications medium or by special types of physical communications interfaces. In the following, however, it is assumed that both, metacommunication and communication use the same communications equipment, medium, and media access procedures. The meta-communication approach allows us to postpone the protocol design decisions until all communication ,characteristics are known. This means we can solve each communication task in the most efficient way known. Thus, the meta-communication system is flexible to environments and applications. This should result in improved performance. Another advantage of flexibility is the adjustability to changes in communications technologies. This should result in longevity of the design and implementation. Finally, it should be noted that meta-communication as it is defined in this paper can be easily modified to solve protocol conversion problems as defined in [41, [SI, and [7]. We view meta-communication as a distributed design problem. Meta-communicating entities exchange partially specified communication rules. Each entity, or a meta-communication center, apply a standard composition principle on the individual partially specified rules to derive the complete protocol architecture. The protocol architecture (both, protocol specifications and system architectures of all communications sides, are represented) is specified with the abstract specification language of Archetype [IO]. Partial specifications are given as predicates on the set of all Archetype specifications. Thus, each metaammunicating entity formulates constraints on the set of acceptable protocol architectures. Each entity meta-communicates its constraints to each other entity (or to a center). All entities (or the center) apply the same constraint composition principle on the accumulated constraints to deduce a set of constraints that specifies a single protocol architecture. All entities compile this specification into executable programs that are subsequently automatically loaded to drive the protocols of the specified protocol architecture. Abstract specifications of Archetype are not directly translated into executable programs. This wouldn't be practical from the software engineering standpoint because of the very high level of abstraction of those specifications which was necessitated by the metacommunication methodology. The abstract specification language is descriptive and can be used to express P "Natural Language''-like specification of the protocol architecture. An abstract specification is transformed into a specification in the second language of Archetype, the datadriven. concurrent, executable specification language. A translator for the abstnct specification language is being developed. A translator of the cxecutabk specification language into C has been implemented on UNIX 4.3. and SYSTEM V and has successfully produced protocol drivers for SUN workstations, the TI Explorer, and a VAX 1 In80. The crucial part in the meta-communication mechanism is thc combination of constraints and the deduction of the protocol architecture. We have implemented this process using LISP and have successfully deduced protocol architecture specifications by combining sets of constraints. Figure 1 illustrates the entire metacommunication architecture.

This paper is intended as a contribution to a body of research on metapragmatics in courtroom settings, particularly in Russian and English judicial discourse, and presents the results of functional analysis of metapragmatic elements. In the article, I claim that meta-utterances are inherent in judicial discourse and perform specific functions that are essential for practising judicial power and discretion in court as well as administering justice. The paper discusses functions of meta-utterances as they are presented in recent scholarship and offers a three-group classification of metapragmatic elements in judicial discourse, according to the types of reality distinguished in (Gibbons 2003). The first group contributes to constructing the primary reality, i.e. the reality of the courtroom; the second group assists in framing the secondary reality, i.e. the reality of the crime or misdemeanor; the third group deals with framing the legal reality. Altogether, these groups of metapragmatic elements construct an organizational frame for the trial. Data for the analysis are drawn from a few trial transcripts of modern Russian and English cases (1998-2008). By using Russian and English data for the analysis, it is demonstrated that the principal functions of judicial meta-utterances are marked by parallelism in Russian and English, while minor differences discovered are related to some other pragmatic categories, e.g. politeness, that are more nationally and culturally specific.

This study questions how English subtitling and dubbing could deal with iconicity and intertextualiy in multilingual and multimodal films.  The theoretical backgrounds are multimodality, geosemiotics and "intertextual relations" (Becker, 1995: 384).  The data are two English versions of Kokuriko-zaka Kara (From Up on Poppy Hill) (2013), being subtitled and dubbed respectively.  Released in 2011 in Japan, this animated film is directed by Goro Miyazaki, and scripted by Hayao Miyazaki and Keiko Niwa.  Set in Yokohama in 1963, this film multilingual in Japanese, English and French.  My analysis focuses on code-switching, mode-switching, iconicity and intertextuality.  What sign work as contextualization cue in the English versions?  I compare multimodal devices observed in my data in terms of iconicity and intertextuality.  The title and opening film credits are written vertically, being subtitled in both versions.  The writing system of Japanese language is so creative that its typography can bear metalinguistic meanings as contextualization cue.  Here it is made clear that this film is a traditional one.  In the dubbed version in the beginning we hear the heroine Umi describe the background situations.  Her words work as a cue, though this part does not exit in the other versions.  At their high school the old clubhouse called "Quartier Latin" in being on the verge of being demolished.  Some students are taking actions against this desicion through their newspaper Quartier Latin.  We hear "Ue wo Muite Aruko" when Umi goes to her butcher for dinner and meet Shun.  Without subtitling and dubbing, this song expresses their hopefulness and sounds diegetic.  One day Umi shows to Shun and old photograph of three naval students, including her deceased father.  He has the same one.  At home he looks at the photograph with their names written in kanji, which both versions have subtitled.  We learn lalter that their fathers were good friends.  In parallel with the dialogue between Shun and his father, we hear the coverage of a baseball game on TV "Nagashima San-shin!" ("Nagashima striked out!" subtitled and dubbed.  Shigeo Nagashima, making his professional debut in 1958, counts as an icon of Japan's high economic growth era.  A fews days later Umi, Shun and the student council president go to meet the shcool chairman in Tokyo, where we see signboards "Tokyo 1964".  Alongside the logo one of them reads vertically "For A successful Olympics Make Tokyo Beautiful" subtitled in both versions.  At his company some employees pass by, talkiing about "Kimura-ya" and "Nakamura-ya".  These Japanese bakeries are first of its kind and iconic of the modern Japan.  Extra diegetic but contextually significant, this dialogue is subtitled in the subtitled version, though the dubbed version replaces this part with something about baseball.  On their way home, we hear "Ue wo Muite Aruko" again.  This song sounds quite diegetic; the chairman agreed to visit "Quartier Latin".  Finally the ending film credits are horizontal text, but the film itself finishes with vertical text, suggesting that Japan stays somewhere between the traditional and the modern.  Multilingual language competence, metalinguistic awareness, sociocultural background knowledge and multimodal literacy are critically important to fully catch these contextualization cues.