Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study

Rongbin Wang; Mengyao Zhao; Yunqing Qiao; Yaoqin Xue

doi:doi:10.11648/j.ijll.20231103.13

| Peer-Reviewed

Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study

Rongbin Wang, Mengyao Zhao, Yunqing Qiao, Yaoqin Xue

Published in International Journal of Language and Linguistics (Volume 11, Issue 3)

Received: 25 April 2023 Accepted: 9 May 2023 Published: 17 May 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.

Published in	International Journal of Language and Linguistics (Volume 11, Issue 3)
DOI	10.11648/j.ijll.20231103.13
Page(s)	78-86
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Multimodal Discourse Analysis, Chinese-Speaking Children, Refusal-Response Acts, Appraisal

References

[1]	Beaupoil-Hourdel, P. (2013). A multimodal and corpus-based approach to children’s expression of refusal and rejection. Fifth International Conference of the Association Française de Linguistique Cognitive----Empirical approaches to multi-modality and to language variation, Maarten Lemmens and Annie Risler and Bert Cappelle and Dany Amiot., May 2013, Lille, France.
[2]	Beebe, L., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals [M]. Developing Communicative Competence in a Second Language. Cambridge: Newbury House, 55-73.
[3]	Beebe, L. M., & Takahashi, T. (2013). The Development of Pragmatic Competence by Japanese Learners of English [J]. JALT Journal. 1987, 8 (2): 131-155.
[4]	Chen Yu-min. (2008). Multimodal Construal of Appraisal: A Case Study of Olympics Television Public Service Advertising [J]. Journal of University of Science and Technology Beijing (Social Sciences Edition), 24 (03): 108-114.
[5]	Clare Painter. (2003). Developing attitude: An ontogenetic perspective on APPRAISAL [J]. Text - Interdisciplinary Journal for the Study of Discourse, 23: 183-209.
[6]	Feng Dezheng & Qi Yujie. (2014). The Multimodal Construction of Attitudinal Meaning: An Analytical Model based on Cognitive Appraisal Theory [J]. Modern Foreign Languages (Bimonthly), 37 (05): 585-596+729.
[7]	Guidetti, M. (2000). Pragmatic study of agreement and refusal messages in young French children [J]. Journal of Pragmatics, 32: 569-582.
[8]	Guidetti, M. (2005). Yes or no? How young French children combine gestures and speech to agree and refuse [J]. Journal of Child Language, 32: 911-924.
[9]	Guo Yinling. (2012). A Cross-cultural Pragmatic Study of Refusal Strategies in English and Chinese [J]. Journal of Guangdong University of Foreign Studies, 23 (04): 47-51.
[10]	Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar [M]. London: Routledge.
[11]	Halliday, M. A. K.. (1978/2001). Language as Social Semiotic: The Social Interpretation of Language and Meaning [M]. London/Beijing: Edward Arnold/Foreign Language Teaching and Research Press.
[12]	Hong Gang & Chen Qianfeng. (2011). A Contrastive Study of the Refusal Strategies Employed by Chinese and American Spokespersons [J]. Foreign Language Teaching and Research (bimonthly), 43 (02): 209-219+319-320.
[13]	Jiang, L. (2015). An Empirical Study on Pragmatic Transfer in Refusal Speech Act Produced by Chinese High School EFL Learners [J]. English Language Teaching, 8, 95-113.
[14]	Kress, G., & Van Leeuwen, T. (2001). The modes and media of contemporary communication [M]. London: Arnold.
[15]	Liao, C., & Bresnahan, M. (1996). A contrastive pragmatic study on American English and Mandarin refusal strategies [J]. Language Sciences, 18, 703-727.
[16]	Liu Hongyan & Li Yue-e. (1999). A Pragmatic Study of Accepted and Refused Interlanguage [J]. Foreign Languages and Their Teaching, 9, 22-24.
[17]	Ma Yuelan. (1998). A Comparative Study on the Speech Act of “Refusal” between China and America [J]. Journal of Qinghai Normal University (Philosophy and Social Sciences Edition), 4, 81-87.
[18]	Ma Yuelan. (2000). A Comparative Study on the Commonness of Refusal Strategies between English and Chinese [J]. Journal of Xi’an Foreign Languages University, 8 (02): 46-49.
[19]	Martin J R & White P R R. (2005). The Language of Evaluation: Appraisal in English [M]. New York: Palgrave Macmillan.
[20]	Merriam-Webster’s Advanced Learner’s English Dictionary [M]. Beijing: Encyclopedia of China Publishing House, 2009: 1362.
[21]	Shi chunxu & Wang Zhenhua. (2015). The Holistic Appraisal Construction in Multimodal History textbooks [J]. Contemporary Foreign Language studies, 9, 8-14+76.
[22]	Turnbull, W., & Saxton, K. (1997). Modal expressions as facework in refusals to comply with requests: I think I should say ‘no’ right now [J]. Journal of Pragmatics, 27, 145-181.
[23]	Wang Aihua & Wu Guiliang. (2004). A Sociopragmatic Study of Refusals in Chinese and AE [J]. Journal of UESTC (social sciences edition), 6 (03): 66-72+78.
[24]	Wang Aihua. (2001). Refusal realization patterns in English and Chinese [J]. Foreign Language Teaching and Research (bimonthly), 33 (03): 178-185+240.
[25]	Wang Rongbin & Xue Yaoqin. (2016). Research on the Cultivation of Multimodal Appraisal Ability in College English Writing Teaching [J]. Journal of Inner Mongolia Agricultural University (Social Science Edition), 18 (06): 112-116.
[26]	Wang Rongbin & Xue Yaoqin. (2020). On the Multimodal Representation of 4~5-year-old Chinese-speaking Children’s Negating Behavior [J]. Studies in Preschool Education, 1, 20-29.
[27]	Wang Zhenhua & QU Tao. (2020). Appraisal Study of Multimodal Texts in China: Past, Present and Future [J]. Journal of Foreign Languages, 43 (06): 42-51.
[28]	Wang, R., & Wang, P. (2019). A Corpus-Driven Study of Chinese Children’s Multimodal Refusal and Its Implications for Home Education [J]. Open Journal of Modern Linguistics, 9, 317-329.
[29]	Wenar C. (1982). On negativism [J]. Human Development, 25 (1): 1-23.
[30]	Xiang Zhen. (2015). Children Discourse Analysis in Where Are We Going, Dad—Based on the Appraisal Theory in Systemic-Functional Linguistics [J]. Journal of Heilongjiang College of Education, 34 (06): 118-121.

Cite This Article

Plain Text BibTeX RIS

APA Style

Rongbin Wang, Mengyao Zhao, Yunqing Qiao, Yaoqin Xue. (2023). Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. International Journal of Language and Linguistics, 11(3), 78-86. https://doi.org/10.11648/j.ijll.20231103.13

Copy | Download

ACS Style

Rongbin Wang; Mengyao Zhao; Yunqing Qiao; Yaoqin Xue. Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. Int. J. Lang. Linguist. 2023, 11(3), 78-86. doi: 10.11648/j.ijll.20231103.13

Copy | Download

AMA Style

Rongbin Wang, Mengyao Zhao, Yunqing Qiao, Yaoqin Xue. Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. Int J Lang Linguist. 2023;11(3):78-86. doi: 10.11648/j.ijll.20231103.13

Copy | Download

@article{10.11648/j.ijll.20231103.13,
  author = {Rongbin Wang and Mengyao Zhao and Yunqing Qiao and Yaoqin Xue},
  title = {Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study},
  journal = {International Journal of Language and Linguistics},
  volume = {11},
  number = {3},
  pages = {78-86},
  doi = {10.11648/j.ijll.20231103.13},
  url = {https://doi.org/10.11648/j.ijll.20231103.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20231103.13},
  abstract = {As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study
AU  - Rongbin Wang
AU  - Mengyao Zhao
AU  - Yunqing Qiao
AU  - Yaoqin Xue
Y1  - 2023/05/17
PY  - 2023
N1  - https://doi.org/10.11648/j.ijll.20231103.13
DO  - 10.11648/j.ijll.20231103.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 78
EP  - 86
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20231103.13
AB  - As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.
VL  - 11
IS  - 3
ER  -

Copy | Download

Author Information

Rongbin Wang

School of Foreign Language, Shanxi University, Taiyuan, China
Mengyao Zhao

School of Foreign Language, Shanxi University, Taiyuan, China
Yunqing Qiao

School of Foreign Language, Shanxi University, Taiyuan, China
Yaoqin Xue

School of Foreign Language, Shanxi University, Taiyuan, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Rongbin Wang, Mengyao Zhao, Yunqing Qiao, Yaoqin Xue. (2023). Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. International Journal of Language and Linguistics, 11(3), 78-86. https://doi.org/10.11648/j.ijll.20231103.13

Copy | Download

ACS Style

Rongbin Wang; Mengyao Zhao; Yunqing Qiao; Yaoqin Xue. Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. Int. J. Lang. Linguist. 2023, 11(3), 78-86. doi: 10.11648/j.ijll.20231103.13

Copy | Download

AMA Style

Rongbin Wang, Mengyao Zhao, Yunqing Qiao, Yaoqin Xue. Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study. Int J Lang Linguist. 2023;11(3):78-86. doi: 10.11648/j.ijll.20231103.13

Copy | Download

@article{10.11648/j.ijll.20231103.13,
  author = {Rongbin Wang and Mengyao Zhao and Yunqing Qiao and Yaoqin Xue},
  title = {Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study},
  journal = {International Journal of Language and Linguistics},
  volume = {11},
  number = {3},
  pages = {78-86},
  doi = {10.11648/j.ijll.20231103.13},
  url = {https://doi.org/10.11648/j.ijll.20231103.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20231103.13},
  abstract = {As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Multimodal Refusal and Response to Refusal of Chinese-Speaking Children: A Comparative Case Study
AU  - Rongbin Wang
AU  - Mengyao Zhao
AU  - Yunqing Qiao
AU  - Yaoqin Xue
Y1  - 2023/05/17
PY  - 2023
N1  - https://doi.org/10.11648/j.ijll.20231103.13
DO  - 10.11648/j.ijll.20231103.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 78
EP  - 86
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20231103.13
AB  - As a complex and dynamic phenomenon, multimodal discourse has gained increasing attention in various fields. One common type of multimodal act among children is multimodal refusal, which involves a communicative act of rejecting an offer, request, or invitation using multimodal semiotic resources such as verbal languages, gestures and body movements, etc. Usually, a refusal is followed by a response to it. The analysis of children’s refusal and their responses to refusal can shed light on the ways in which they manage social relationships and interpersonal dynamics in their interactions. Choosing Chinese-speaking children’s acts of multimodal refusal on one hand and their responses to refusal on the other hand as its research object, this paper aims to examine and systematically reveal the representational and interactional characteristics of such discourse. A naturally occurred corpus of 100 videos with a length of 120.24 minutes is collected and analyzed, on the basis of which the modal representation, modal interaction and multimodal graduation characteristics of Chinese-speaking children’s multimodal refusal-response acts in the early school age are thoroughly analyzed and compared guided by Systemic Functional Grammar and Appraisal Theory. It is found that 62% of the refusal acts are caused by acts of request, and 68% of the children would use multiple modes to implement acts of refusal. Children’s multimodal refusal-response acts has the highest frequency of modal synergy, and some children would have strong emotional reactions after being refused. It is suggested that, children’s multimodal refusal-response acts should be concerned and valued by researchers, educators and children’s parents.
VL  - 11
IS  - 3
ER  -

Copy | Download