{"title":"Depicting force at the potter's wheel","authors":"Eton Churchill","doi":"10.1016/j.langcom.2024.12.009","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines how performed depictions (Clark, 2016) animate and mobilize bodily force in enskillment. Analysis of 15 h of videotaped interaction at the potter's wheel in Japan illustrates how depictions formed through the use of touch, gestures, and onomatopoeia orient novice attention to aspects of force (e.g., source, path, intensity). The sensei's depictions can serve to initiate instruction on specific skill components, to prompt the novice's work, and to synchronize guidance with the novice's efforts—allowing forces to be analogously co-experienced (Nishizaka, 2017). Across trajectories of action, depictions resonate with earlier instantiations, but are redesigned to emphasize dimensions of force most relevant to the instructional needs of the moment. This study contributes to our understanding of action formation and ascription by illustrating how multimodal resources and the depictions they form (re)configure embodied realizations of force.</div></div>","PeriodicalId":47575,"journal":{"name":"Language & Communication","volume":"100 ","pages":"Pages 258-273"},"PeriodicalIF":1.3000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language & Communication","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0271530924000995","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
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Abstract
This study examines how performed depictions (Clark, 2016) animate and mobilize bodily force in enskillment. Analysis of 15 h of videotaped interaction at the potter's wheel in Japan illustrates how depictions formed through the use of touch, gestures, and onomatopoeia orient novice attention to aspects of force (e.g., source, path, intensity). The sensei's depictions can serve to initiate instruction on specific skill components, to prompt the novice's work, and to synchronize guidance with the novice's efforts—allowing forces to be analogously co-experienced (Nishizaka, 2017). Across trajectories of action, depictions resonate with earlier instantiations, but are redesigned to emphasize dimensions of force most relevant to the instructional needs of the moment. This study contributes to our understanding of action formation and ascription by illustrating how multimodal resources and the depictions they form (re)configure embodied realizations of force.
期刊介绍：
This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.
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