In the English learning material Ausdruck von Zustimmung und Nichtigkeit class 9 implies the definition von Übereinstimmung und Uneinigkeit as the phrase lassen Sie uns zustimmen, nicht zuzustimmen means where to agree on a disagreement. After understanding the example, it`s time to put into practice examples of agreement and disagreement. In the following exercises are presented on multiple choices. The answer has been put in bold, but so it still needs to be corrected, the goods are not correct. Folgende Videoklassen wurden in die Entdeckung zugehöriger Muster einbezogen: die physikalischen deskriptiven Klassen von v_gaze, v_hand, v_head und v_posture (das Präfix ”v_” station jeweils für Videobeobachtung) und die interpretative Klasse von v_embl (=Emblem; einschließlich verschiedener Übereinstimmungsschattierungen). Table 1 shows the presence of elements representing the emblem class: let`s take a closer look at the most common patterns related to the agreement. Tables 10 to 14 show, according to the Theme convention, that each template is composed of at least two types of events. The types of events that make up a sample are separated by a space. Each event type begins with the name of a given class, followed by ”b” or ”e” for ”begin” or ”end,” followed by the name of the element in the specified class.
As an example of this general scoring system, see the first model in Table 10: this indicates a very strong concordance. Normally, people don`t take this sentence literally (word for word) and don`t really repeat what they just said. To be honest, I disagree. I think we can do the work ourselves if we focus. Although our corpus structure has followed the main features of multimedia corpus notation in general, in particular the DiAMSL framework (cf. Bach and Robert, 1979); Sperber and Wilson, 1986; Wilson and Sperber, 2002; Coloré et al., 2010), it was different from them in that we relied on unimodal observation in addition to the attribution of certain annotation labels following a multimodal observation. While multimodal observation involved all available modalities (usually both video and audio), unimodal observation followed only the video or audio of the given recoding. The explanation for this additional unimodal observation was that we wanted to better identify which of the modalities in question has or has a specific contribution to the exercise of certain communicative/pragmatic functions, including intentions and emotions.
In this way, we hoped for a better understanding and a more detailed description of the individual differences between spokespersons in the expression of functions as they are performed and interpreted by observers. The labeling of verbal and, in particular, non-verbal events for behavioral categories, was followed by an elaborate protocol in which annotators were continuously involved in discussions. The specificity of the differences between the subjects was recorded by a significant period of familiarity with the overall behavior of each of the subjects on the recording before the actual grade could begin….