|Title||Multimodalität als Ressource der Platzierung von Erzählungen in Peer-Interaktionen von Kindern|
|Tag(s)||EMCA, multimodality, story telling, turn-taking, recipiency, peer interaction|
|Journal||Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion|
From the perspective of multimodal, CA-oriented research on mundane story-tell- ing, the paper explores the resources by which self-initiated narratives are launched in face-to-face interactions with several participants. Peer interactions of male pre- adolescent represent a particularly informative data basis in this respect, since they are highly competitive in terms of speakership while at the same time, narrating is a common practice among preadolescents. The analysis focuses on the preparation and introductory sequence of two 'next stories' within a series-of-stories. Compar- ing the multimodal resources two narrators draw upon, it is shown that physical- visual and vocal resources are particularly relevant for the establishment of mutual orientation before taking a turn and for indicating topical relevance and attractive- ness of the story yet to come. In contrast to verbal story-prefaces as they have been described in former CA research, visual and vocal cues prove particularly suited for subtly 'smuggling-up' the narrator's role. Furthermore, they provide key contextu- alization cues during the actual elaboration of a story, e.g. to delimit main and side activities and to background information. Overall, interpersonal and intrapersonal coordination of multimodal resources can therefore be considered an important facet of contextualizing discursive units in conversations.