cmm 理论视角下对《声梦奇缘》中交际的研究

cmm 理论视角下对《声梦奇缘》中交际的研究 学号: 200904303002 分类号: H31 硕士 学位 论文 CMM 理论视角下对《声梦奇缘》中交际的研究 研 究 生 姓 名 :刘明睿 指 导 教 师:韩晓玲 学 科 门 类:外国语言文学 专 业 名 称:外国语言学及应用语言学 论文提交日期: 2012 年 5 月 烟台大学硕士学位论文 An Analysis of the Communications in August Rush on the Basis of CMM Theory BY Liu Mingrui Supervisor: Professor: Han Xiaoling Specialty: Foreign Linguistics and Applied Linguistics Research Direction: Cross-cultural Communication Submitted to The School of Foreign Languages In Partial Fulfillment of the Requirements For the Degree of Master of Arts At Yantai University May, 2012 2 烟台大学硕士学位论文 烟台大学学位论文原创性声明和使用授权说明 原创性声明 本人郑重声明:所呈交的学位论文，是本人在导师的指导下，独立进行研究 工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或 集体已经发或撰写过的作品或成果。对本文的研究做出重要贡献的个人和集体， 均已在文中以明确方式标明。本声明的法律结果由本人承担。 论文作者签名: 日期: 年 月 日 学位论文使用授权说明 本人完全了解烟台大学关于收集、保存、使用学位论文的规定，即:按照学 校要求提交学位论文的印刷本和电子版本;学校有权保存学位论文的印刷本和电 子版，并提供目录检索与阅览服务;学校可以采用影印、缩印、数字化或其它复 制手段保存论文;在不以赢利为目的的前提下，学校可以公布论文的部分或全部 内容。 (保密论文在解密后遵守此规定) 论文作者签名: 导师签名: 日期: 年 月 日 3 烟台大学硕士学位论文 Acknowledgements I would like to express my gratitude to all those who helped me during the writing of this thesis. I gratefully acknowledge the help of my supervisor, Professor Han Xiaoling, who has offered me valuable suggestions in the academic studies. In the preparation of the thesis, she has spent much time reading through each draft and provided me with inspiring advice. Without her patient instruction, insightful criticism and expert guidance, the completion of this thesis would not have been possible. I also owe a special debt of gratitude to Professor Chen Zhonghua, Professor Zhang Tingguo, Professor Zhou Guohui and Associate Professor Gong Weidong. They taught me during the past three years, from their devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis. I should finally express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting without a word of complaint. ii 烟台大学硕士学位论文 摘 要 交际是人类活动中最基本的形式，成功的交际对人们的生活、工作等各个方 面产生着不可取代的重要作用。要想达到成功交际的目的，交际者需要有一套交 际规则来指导交际过程。CMM 理论是一个实用型的交际理论，中国一些学者把它 翻译为信息内涵的同位调整理论，其核心是交际信息的接收与处理。此理论在国 外已得到广泛应用，如在解决家庭矛盾，办公室冲突等方面。但在中国，相关研 究还不为多见。 交际的形式多种多样，但无论是哪种形式的交际，都应该包括信息的传递者 和信息的接收者这两个最基本的要素。成功的交际首先应准确理解信息发出者的 意义，然后再做出回应。从这一点判断，赏析一部电影也就是一个交际的过程。 信息传达者即电影，信息接受者即观看者，观看者通过积极调动各种因素来准确 地理解电影所传达的真正含义，从而达到成功交际的效果。CMM 理论包括一些实 用的分析模型，如:雏菊模型(the daisy model)、蛇形模型( the serpentine model) 等，并且给出了每个模型的具体适用范围。这些模型在分析交际实例时，作为分 析工具，根据交际形式的特点，有针对性地进行运用。但无论是运用哪一种模型， 其目的都是全面、完整地呈现交际过程的方方面面。 《声梦奇缘》这部电影大量地应用音乐用来传递信息，而且在人物交际中， 隐喻和省略运用也较多，从而导致了观看者理解电影的难度。虽然 CMM 理论研究 的交际形式多种多样，但选取电影中的语料来进行研究的文献还较为鲜见。本文 尝试用 CMM 理论，来分析声梦奇缘中几段较为难理解的对话，用四种模型来观察 电影中人物的交际过程，找出交际成功或者失败的原因，并提出对策，从而论证 CMM 这一理论不光可以用来分析电影中的交际语料，而且可以指导交际者成功地 进行交际。 关键词:CMM 理论;成功交际;分析模型;电影 iii 烟台大学硕士学位论文 Abstract Communication is the most basic form of human activities and successful communication plays a vital part in every aspect of people?s life. In order to achieve a successful communication, the participants are in need of some rules to guide their actions during the communication process. CMM theory (Coordinated Management of Meaning) is a practical communication theory and the core of it is the receiving and processing of information. This theory has been applied widely abroad, such as in solving family quarrels, workplace conflicts, etc. However, there is hardly any related study in China. Communication takes on a diversity of forms, no matter which form it takes, it should always include the information-sender and the information-receiver. Successful communication first requires the receiver to understand the information that the sender delivers properly and secondly it requires the receiver to react in a positive way on the basis of the proper understanding of the information. From this aspect, seeing a movie can be taken as a communication process. The information-sender is the movie, and the receiver the viewer. The viewer would try to catch the meaning a movie conveys to achieve successful communication. CMM theory consists of several practical models, such as the daisy model, and the serpentine model, etc, and then it gives each model the application range. These models are used as tools when analyzing communication cases, however, no matter which model is chosen, their function is to present a whole picture of a communication process. Music plays an important role in conveying message in the movie August Rush. The wide application of metaphors and ellipses makes it hard for the viewers to understand the movie. Although CMM theory can be applied to study various forms of communication, the researches based on the data from movies are not commonly seen. iv 烟台大学硕士学位论文 This thesis tries to analyze five comparatively complex communication fragments selected from the movie August Rush with CMM theory. Four models will be used to survey the communication processes of the characters in the movie in order to find the reasons why a communication can be a success or a failure and to further prove that CMM theory can be used to analyze movie communications and can also be used to guide participants to successful communications. Key Words: CMM theory; Successful Communication; Analysis Models; Movies v 烟台大学硕士学位论文 Content Acknowledgements ............................................................................................................................ ii 摘 要 .................................................................................................................................................. iii Abstract ..............................................................................................................................................iv List of Figures.................................................................................................................................... iii Chapter One INTRODUCTION .......................................................................................................1 1.1 Research Background .................................................................................................................2 1.2 Objectives of the Research..........................................................................................................2 1.3 Rationale of the Research ...........................................................................................................4 1.4 Layout of This Thesis .................................................................................................................5 Chapter Two LITERATURE REVIEW............................................................................................6 2.1 The CMM Theory .......................................................................................................................6 2.1.1 Achievements of CMM theory.............................................................................................6 2.1.2 The CMM theory research at home ...................................................................................10 2.2 Successful Communication.......................................................................................................10 2.3 Movie Analysis ......................................................................................................................... 11 2.3.1 The present focus of movie analysis ..................................................................................11 2.3.2 Analyses of the movie August Rush ..................................................................................12 2.4 Highlights of the Thesis ............................................................................................................13 Chapter Three THEORETICAL FRAMEWORK AND RESEARCH METHOD.....................15 3.1 Research Questions...................................................................................................................15 3.2 Theoretical Framework .............................................................................................................16 3.2.1 CMM basics—levels of interpretation ...............................................................................16 3.2.2 Coherence ..........................................................................................................................17 3.2.3 Coordination ......................................................................................................................18 3.2.4 Mystery ..............................................................................................................................19 3.2.5 Application and models......................................................................................................20 3.2.6 Daisy model .......................................................................................................................20 3.2.7 LUUUTT model.................................................................................................................21 3.2.8 Hierarchy model.................................................................................................................24 3.2.9 Serpentine model ...............................................................................................................25 vi 烟台大学硕士学位论文 3.3 CMM as a Theory for Understanding Social Worlds................................................................27 3.3.1 Taking a communication perspective on social worlds......................................................28 3.3.2 Communication: coordinating actions and managing meanings........................................29 3.4 Data Collection .........................................................................................................................30 3.5 The Methods of Applying CMM Theory ..................................................................................31 Chapter Four AN ANALYSIS OF THE CONVERSATIONS IN AUGUST RUSH UNDER CMM ..................................................................................................................................................34 4. 1 Brief Introduction to August Rush...........................................................................................34 4. 2 The Analysis of Selected Conversations under CMM Theory.................................................36 4.2.1 Under coherence, coordination and mystery......................................................................36 4.2.2 Under the daisy model .......................................................................................................39 4.2.3 Under the LUUUTT Model ...............................................................................................41 4.2.4 Under the hierarchy model.................................................................................................44 4.2.5 Under the serpentine Model ...............................................................................................47 Chapter Five CONCLUSION ..........................................................................................................50 5.1 Summary of the Major Findings ...............................................................................................50 5.2 The Critique of CMM Theory...................................................................................................52 5.3 Suggestions for Future Research...............................................................................................54 References..........................................................................................................................................55 Appendix 攻读学位期间发表的论文...............................................................................................58 vii 烟台大学硕士学位论文 List of Figures Figure 3.1 Daisy model………………………………………………………………20 Figure 3.2 LUUUTT model………………………………………………………….21 Figure 3.3 Hierarchy model illustration……………………………………...............23 Figure 3.4 Serpentine model…………………………………………………………25 Figure 4.1 Application of daisy model………………………………………………39 Figure 4.2 Application of hierarchy model…………………………………………..45 Figure 4.3 Application of serpentine model………………………………………….47 iii 烟台大学硕士学位论文 1 烟台大学硕士学位论文 Chapter One INTRODUCTION 1.1 Research Background Communication pervades everywhere in people?s social life. Successful communication is by all means crucial to every one, for it is the fundamental building block for a good relationship with others. It is not exaggerating to say that communication can solve every problem if carried out properly. However, how to carry out communication properly is a problem that faces quite a large number of people. A major obstacle in communication is that one can not quite understand the other, thus misunderstanding can occur. The other problem is that communicators are not able to express their meanings clearly. Therefore, we can see in communication, to understand others and make oneself understood are the two keys. A good catch of the other?s true meaning and a proper way to convey one self?s thoughts would no doubt lead to a successful communication. The Coordinated Management of Meaning theory is a communication tool that can be applied during people?s interactions with others. This thesis tries to, by analyzing some selected conversations in August Rush, prove that if communicators use this theory consciously in their communication, it would enhance the possibility of a successful communication. 1.2 Objectives of the Research All the communication theories aim to help communicators make successful 2 烟台大学硕士学位论文 communications. As one of them, CMM? s goal is also to help people make better communication, or to make a better social world. What do people make during their communications? How do they make these meanings? These are two questions people always encounter when interacting with the other people. With awareness or not, people keep adjusting their reactions during a successful communication. Of course, the awareness of this can make it more effective. CMM theory gives some suggestions to communicators on how to achieve successful communications. One of the objectives of this thesis is to show a clear picture of CMM theory through analysis of conversations. The models CMM employs to analyze communication process seems a little complicated. It would take efforts for communicators to digest and acquire if not presented in a concise way. The other objective of this research is to make it easier for readers to grasp the essence of it through the analysis of the conversations in the movie August Rush. Therefore, the theory would be more accessible for communicators to apply in communications. All though many researches on CMM theory have been done, analysis of movie conversations under this theory can hardly be found. Seeing movies can also be taken as a process of communication. The meaning a movie conveys and the viewers? understanding of the movie makes up a communication. To understand a movie properly is to make a successful communication. CMM theory can be applied to analyze many scenes in movies. CMM theory has come into being for about forty years. It has already been put into practical use in many fields of people?s life abroad. Many practitioners apply it to solve problems like office conflicts, family quarrels, communication obstacles and the like. CMM theory also provides researchers a new way to survey communications. The concepts and terms it lists offer a complete frame of analyzing interactions during the communication. While the study of CMM is still a blank in China. This thesis primarily 3 烟台大学硕士学位论文 introduces CMM theory and then tries to analyze some selected conversations under the framework of this theory so as to explain it more specifically. The introduction of CMM theory can enrich the home research in China. New things can always bring some hints to people who are concerned. 1.3 Rationale of the Research Communication takes on many forms except for talking face to face. Reading a novel, seeing a movie can also be taken as a process of communication for the reason that communication is a two-way interaction between the information-sender and receiver. “Communication, by definition, involves at least two individuals, the sender and the receiver. There are certain filters or barriers which determine whether or not the message is actually transmitted or received.” (Andrew E. Schwartz , 2005) Successful communication is not just about speaking. It takes place when there is a mutual understanding between the participants and they have an ability to influence one another with the aim of creating successful outcomes or agreement amongst them. To this extent, a good understanding of a movie is a kind of successful communication. Speech act theory (John R. Searle, 1962) claims that: “speaking is doing something.” CMM theory also holds that people create their social worlds during the process of communication. Each communication can be seen as a different world, thus there are plenty of social worlds in people?s life. To understand how the other people made the social world is the first step to a successful communication, and the second is to adjust your behavior to it. 4 烟台大学硕士学位论文 1.4 Layout of This Thesis This thesis consists of five chapters. Chapter 1 states the research background, objectives and rationale of this thesis. As a communication theory, CMM theory can offer the participants in communication a whole picture of the communication processes and keep adjusting their interactions to achieve a successful communication. Chapter 2 illustrates the contents of CMM theory. Coherence, coordination and mystery are the basic building blocks of it. With the development of the theory, some analysis models are applied to analyze conversations. CMM theorists believe that our social world is made through communications, and CMM theory can be used to understand the social world better. Chapter 3 reviews the previous research on CMM theory and points out the highlight of this thesis. Chapter 4 analyzes the data from the movie August Rush under CMM theory. The models of CMM are tools to describe these communication processes. Chapter 5 summarizes the findings of this paper and brings forward that the future research can be focused more on the other complicated models in CMM theory, such as charmed loop, strange loop and so on. 5 烟台大学硕士学位论文 Chapter Two LITERATURE REVIEW Reviewed in this chapter are the present research of the CMM theory, the notion of communication and the analyses of movies. Highlights of the thesis will also be presented in this chapter. 2.1 The CMM Theory 2.1.1 Achievements of CMM theory As a practical theory, CMM was initially applied to the familiar interpersonal communication processes in mediation (Shailor, 1994) and therapy (Cronen & Pearce, 1985; Cronen, Pearce, & Tomm, 1985). However, starting with the Kaleidoscope Project in the late 1980s (Pearce & Littlejohn, 1997, pp. 197-208), CMM began to be applied as a practical theory to public discourse about controversial issues, for example, workplace conflicts. In his work, Coordinated Management of Meaning (CMM) as Reflective Practice for Conflict Resolution Practitioners, Beth Fisher-Yoshida applies CMM theroy to solve commuication conflicts from a third-person perspective. With the application of CMM theory in the commmunication analysis process, Beth Fisher-Yoshida (2001) provides the researchers some practical methods to deal with public conflicts. The data he selected are maily from the mostly-common everyday interactions. Some infulential works are introduced as follows: Randall advocates in his work, A Proposal for Integrating Structuration Theory with Coordinated Management of Meaning Theory, Communication Studies, that an 6 烟台大学硕士学位论文 integration of Structuration theory (ST) and CMM theory. He puts forward ways in which the two theories can enrich each other after offering a summary and constructive critique of the two theories. According to his findings, the frameworks of hierarchically arranged meaning in CMM can be linked with the modality level of ST. Randall demonstrates that his research would bring prosperous connections between ST and CMM in terms of interaction, the construct of positioning and institutional analysis. (Randall A. Rose, 2006) In his essay, Articulating CMM as a Practical Theory, J. Kevin Barge observes how practitioners have used CMM as a practical theory and discussed one way to illustrate CMM?s function as a practical theory. His study turned out to be a useful tool for framing future communications about CMM concerning its function, ethics, and reflexivity. (J. Kevin Barge, 2004) In their work, Food, Culture, and Family: Exploring the Coordinated Management of Meaning Regarding Childhood Obesity focused on family messages concerning children?s feeding, Mozhdeh B. Bruss and his colleagues studied how specific messages reflect parents? values, beliefs, attitudes, and practices in different cultures and how the same messages were perceived when delivered in formal situations. CMM theory was applied to explore how people perceive competing messages occurring at different levels of meaning. With its focus on cultural influences, CMM turned out to be especially serviceable for understanding children?s attitudes, values, feeding beliefs, and practices in diverse ethnic populations. (P. Orbe, Jackie A. Quitugua & Rosa T. Palacios, 2005) In their essay, Multi-agency Collaboration, Multiple Levels of Meaning: Social Constructionism and the CMM Model as Tools to Further Our Understanding, Gill Salmon and Jeff Faris studied the discourse delivered when workers from a child and adolescent mental health service meet with workers from other agencies to discuss cases. 7 烟台大学硕士学位论文 In this essay, the utility of the CMM theory was explored as a complementary tool which can be applied in data analysis to help understanding the discourse in multi-agency meetings. (Gill Salmon and Jeff Faris, 2006) The article of CMM and the Co-construction of Domestic Violence by Nalla Sundarajan and Shawn Spano, studied domestic violence from the perspective of the CMM theory, thus foregrounding CMM?s main standpoint that people make or re-create social events through the processes of communication. Paralleling the development of CMM from an interpretive theory to a practical one, domestic violence is explained from the perspective of how it is created, and ceased. The authors focus on the practical application of the analysis in terms of “reframing,” an intervene technique that enables people to interpret and alter patterns of communication in which abuse and violence occurs. The evolution from theoretical description to intervention is a developed progress that needs translating CMM concepts and terms into actions that lead to transformation and contextual reconstruction. This essay describes domestic violence with CMM concepts, including hierarchy of contexts, resources and practices, and logical force, and demonstrates how these can be applied by theorists or practitioners to help those hurt by domestic violence. Therefore, CMM provides a theoretical vocabulary and mode of inquiry for both describing and resolving domestic abuse. The ultimate object is to use CMM as a way to provide assistance to the people suffering from domestic violence. Through CMM descriptions and interventions, those victims can come to see how they can break free of the patterns that bind them to domestic violence. (Nalla Sundarajan and Shawn Spano, 2004) In Thomas J. Tiegs?s article Assessing Belief in Coordinating Meaning in Romantic Relationships, CMM appears as an effective interpretation for relationship satisfaction and desired loving behavior discrepancy. Because no other such measures exist, the research developed a scale to assess the extent to which people believe in 8 烟台大学硕士学位论文 creating a shared understanding of the meaning of words and behaviors within relationships. The scale examines constructivist thinking in individuals, specifically in regards to romantic relationships. This research found that the scale would be a consistent measure of coordinated communication styles in individuals. (Thomas J. Tiegs, 2004, p11-12) The essay collection of A Reconnaissance of CMM Research takes stock of study in the frame of CMM published during the past 30 years since it was initiated, lassifying it into five categories: (1) interpersonal and intercultural communication, (2) c organizational communication and management, (3) public communication, (4) therapy and consultation, and (5) conflict, mediation, and dialogue. This study offers an splendid empirical basis for taking CMM as sensible and useful in research and practice. The summary includes nearly 100 studies, this is not an overwhelming number, and the story is also one of missed opportunities, under-reported research, and prematurely abandoned research traditions. The authors characterize the evolution of CMM as a theory and the concomitant shifts in the research methods of choice, and suggest that future CMM research may take advantage of new textual, narrative, and discourse analytic methods as well as collaborative, participatory, and action research designs. (J. Kevin Barge1 and W. Barnett Pearce, 2004) CMM and Public Dialogue: Practical Theory in a Community-wide Communication Project discusses “public dialogue” as an implementation of coordinated management of CMM theory in a community-wide communication project. CMM provides a framework for interpreting and critiquing public communication and serves as a practical theory informing action research and community empowerment. In this essay the authors examine the Every Kid Counts public dialogue project, which focused on the needs of youth in Springfield, Missouri. In that project, several “moments” of discovery produced insights, informed by CMM theory, about three 9 烟台大学硕士学位论文 aspects of public dialogue practice: coordination and coherence, situating dialogue, and facilitation. The authors attempted to use CMM theory to interpret and critique patterns of communication, then applied public dialogue practices to create new patterns of communication which can make possible coordination, even coherence. (Carey Adams, Charlene Berquist, Randy Dillon, and Gloria Galanes, 2004) From the above works, we can see that most research are concerning the realistic problems in people?s daily life or the theoretical innovation of CMM theory. 2.1.2 The CMM theory research at home Although many works have been done at abroad, the research on CMM theory in China is still a blank. Except for some brief introduction on this theory, there is no analysis work in deeper field. What?s more, these introductions are too superficial for the learner to get to the core of this theory. There has not been any authoritative documents published particularly designed for CMM theory in China, consequently, there is a lack of systematic recommendations on proper materials for this study( Regarding this, more detailed introduction of CMM theory needs to be introduced and analyses in other fields can be further developed. 2.2 Successful Communication As mentioned in chapter Two, successful communication requires good understanding and effective reaction to others. There are literatures on providing suggestions for successful communication to readers: Communication Strategies for Intercultural Friendships Among Chinese and Americans (Song Fafu, 2002); Becoming a Successful Manager in International Business & Negotiation Environment in China-Cultural differences between Chinese & 10 烟台大学硕士学位论文 Western managers ( Xie Le, 2007) and so forth. In these works, the authors all hold that Good understanding requires the ability to truly listen to what the other person is saying is the primary necessary factor needed in real communication. In the book, Alignment as the Basis for Successful Communication, Martin J. Pickering defines alignment, comparing alignment of situation models with alignment of linguistic representations. We then speculate on how these notions are related and why they lead to successful communication. He points out that alignment is the foundation of successful communication in conversation. To put it simple, successful communication achieved through the development of similar representations of both participants. (Martin J. Pickering, 2006) Form the works reviewed above, we can see that effective reaction is based on the good understanding of the counterpart. To react in a way that would compromise the benefits of the participants on basis of good understanding of the other side would lead to successful communication. 2.3 Movie Analysis 2.3.1 The present focus of movie analysis In communication research, movies are a good resource for data collection. Abundant works on movie analysis have been done. These analyses mostly focus on certain aspects: the quality of the picture, the effect of sound, and the language. Especially when it comes to analyzing movie language, the discourse analysis comes first. These works include: Multimodal Discourse Analysis of Da Vinci Code (Luo Yingying, 2010) ; The Comparisons between the Narrative Arts of the Novel and the Film living Liu Min; Analyses and Interpretation of Conversational Silence from Pragmatic Perspectives ( Wang Jing, 2011); On Conversational Implicatures : In the 11 烟台大学硕士学位论文 American Documenta Fahrenheit 911--A Discourse Analysis of Movie Language (Liu Xu, 2009), etc. Although analyses of movie discourse help to appreciate movies better, they are not all about movie communication analyses. Language is part of communications, however, it is not all that builds up communication. Communication involves many other factors other than language, such as culture, the consciousness of the participants, etc. There are few works on communication done based on the data of movies. The communication in movies is a real reflection of people?s normal interaction, thus the analysis of movie communication can be fruitful to conclude some useful methods to successful communication. 2.3.2 Analyses of the movie August Rush There exist many a documents in terms of the analysis of August Rush. Among them, the researches on the plot development and the protagonists? characters have taken up a large portion. These works include: August Rush Character Analysis (Hussein, 2010); August Rush Movie Review (avalorraine, 2009); Analysis of the main characteristics in Kirsten Sheridan?s musical movie “August Rush”, (Ester Juliana Parhusip, 2011) etc. The movie August Rush also arouses the attention of scholars at home. Wu Hong surveys this movie from a post-modern semasiology perspective and points out that the values and thoughts of the protagonists can be demonstrated through symbols. (Wu Hong, 2010). Cao Zhibing observes the utility of music in conveying emotions and the role music plays in this movie is greatly highlighted. (Cao Zhibing, 2011). A comparison between August Rush and Farinelli done by Yang Lan suggests that different music style a movie adopts can influence the development of its plot. (Yan Lang, 2009) 12 烟台大学硕士学位论文 2.4 Highlights of the Thesis Although the analysis works on communication under CMM theory can be found, few movie analyses has been done. Since the process of understanding a movie is a form of communication. The communication theory of CMM can also be applied to analyze communication scenes in movies. In this thesis, the author will analyze data collected from the movie August Rush, which is a completely new try. The CMM theory has many concepts which can easily cause confusion for the readers. This thesis tries to make the concept briefer and points out the differences between these concepts and models. The movie August Rush is more difficult to understand than other movies due to the characteristics of its language and communication patterns. The attempt to analyze it with application of CMM theory can provide a way to better understand movies. To summarize, as a practical theory, CMM has been adopted widely in many fields. The significant researches on family violence, romantic relationship, workplace conflicts and other social communication problems pioneer a way for CMM users to apply and develop this theory. Most scholars agree that successful communications requires good understanding and effective reactions to others. With this awareness, communicators keep managing meaning and coordinating action through the whole process of communication, and if the two steps done properly, then successful communication would be achieved. From what have been reviewed, we can see that although many studies of the movie August Rush have been done, they mainly focus on its application of music, the characteristics of its protagonists, or the beauty of its language. Few researches on its communication process have been documented. What?s more, the communications in August Rush are not smooth all the time, and this causes some difficulties for the viewers to understand the movie. Study on the reasons why these problems caused will 13 烟台大学硕士学位论文 offer some hints to successful communication and enrich the research of movies. 14 烟台大学硕士学位论文 Chapter Three THEORETICAL FRAMEWORK AND RESEARCH METHOD Successful communication requires participants? communication skills, and these skills can be learned from communication theories. CMM theory is a practical communication theory which can enable the participants to be more skillful when interacting with others, especially in some difficult communications (for example, the communication is not smooth or there are problems in understanding each other). This chapter will raise the research questions of this thesis and illustrate the relation between CMM theory and other theories concerned. The reasons why some of the conversations from the movie August Rush are chosen as the data for the present research will also be listed. 3.1 Research Questions This thesis is a tentative study of successful communication with CMM theory and aims to prove this theory can be applied in many communication scenes. Specifically speaking, there are three research questions: 1) When carrying out communications, the participants should be aware of the necessity of adjusting themselves constantly. 2) As a practical communication theory, CMM theory can be used effectively to analyze other people?s communicative interactions. 15 烟台大学硕士学位论文 3) There are many concepts in CMM theory, however, the analysis models of this theory are the real tool used to analyze communications, and these concepts are assistant in understanding communication. 3.2 Theoretical Framework 3.2.1 CMM basics—levels of interpretation The CMM theory was initiated in the mid-1970s by W. Barnett Pearce and Vernon E. Cronen. That was a time when the social sciences were engaging in profound reassessmeophical grounding. The framework of ideas from which CMM emerged has developed toward wider application and CMM has kept evolving along a way from an interpretive social science to one which has a critical function and then to what many scholars call a „practical communication theory?. CMM theory is said to be a kind of multi-tool that can be used in many situations. It is by no means a single theory, but rather a cluster of ideas to survey how human?s interaction works during the process of communication. According to CMM, people build up their own social realities when engaged in communication. That is, communication participants apply rules so as to make clear what is going on during their social interaction. Different rules are applied in order to produce better patterns of communication based in different situations. CMM theory is a fairly complex study focusing on both the complexity in the micro-social processes and the aspects of daily interaction. On the whole, it concentrates on how we produce and coordinate meaning during communication. This theory might be complicated to present to others, however when broken down into the basics, it can be best understood. The theory comprises three essential concepts and these concepts are further broken down into several different building blocks. 16 烟台大学硕士学位论文 The essential building blocks of CMM theory specifically focus on the flow of communication amongst people. The three different concepts experienced either consciously or unconsciously, are coherence, coordination, and mystery. Each concept further demonstrates and clarifies how people construct social realities when they engage in communication. 3.2.2 Coherence Coherence explains how meaning is made and perceived in communication. It is the process by which people tell themselves or others stories so as to understand the world around them and their place in it. Each time when people enter into communication, they have expectations for that new situation. However, they can still recognize that each communication is unique and they are able to adjust their interactions to new experiences. We can also take Coherence as a unified context for stories told. Pearce and Cronen (1985) state that several factors can affect the interpretations of each story people told. These factors include: episode, relationship, self-concept, and culture. Each factor can help people to relate and understand what happens in each communication. An episode acts as the specific “rules” or “routines” for each interaction people participate in. The relationship between people in communication can also determine how an interaction would be interpreted. A story told to an acquaintance is likely to be totally different from that the exact same story narrated to a stranger. Self-concept primarily deals with how the participants perceive themselves., or the awareness of the role they should play in the communication. However, we should notice that it not only relies on how the people in communication perceive themselves, but also the type of communication they create for other participants. 17 烟台大学硕士学位论文 Culture also plays a very important part in the communications we are in. The role of communication interaction can be affected by our culture or the culture of others. 3.2.3 Coordination The concept of coordination is concerned with the fact that people?s actions do not exist alone when attached to communication. The words and actions that people adopt during a communication come together to form communication patterns. These patterns which are also taken as stories lived can influence participants? behavior used during each interaction as a way to coordinate. However, Pearce and Cronen (1981) clarify that coordination does not mean a commitment to coordinate smoothly, but rather the concept is meant to offer the basis for being aware of the other side of the story. Coordination is concerned with the concept of rules establishment which help direct participants through the process of communication. These rules can be further divided into two different categories for how behavior and communication would be guided. , Constitutive rules primarily deal with meaning, and they are used by participants engaged in communication to understand or interpret a specific message or event. , Regulative rules are primarily rules of action which determine how participants would behave or respond. The appropriate rules for behavior will guide the appropriate response Coordination particularly lays emphasis on the notion that people all have different ideas, beliefs, and morals regarding "good" and "bad". However, these differences do not imply that a mutual outcome cannot be achieved. Each participant follows his own rules, however, even when their rules differ, people can still coordinate through the process of communication. These different rules 18 烟台大学硕士学位论文 can be merged for successful communication or new rules can be improvised or composed to manage to successful coordination. 3.2.4 Mystery The concept of mystery is concerned with the notion that not everything within communications can be explained. Mystery, which is also taken as stories untold, is the recognition that "the world and our experience of it is more than any of the particular stories that make it coherent or any of the activities which we engage in". (Pearce,1999) This concept deals with anything in a communication process that is wholly unexplainable. The feeling of strong attraction, hate, even shock can be aroused by mystery. Although unexpressed, these experiences contribute directly to the communication and the way people create their social environment. It has to do with the perception of wonder or awe when communication develops to an unexpected outcome. To make it more simple, it is the feeling (anything from attraction to shock) people experience when engaged in communications that cannot be related to the situation as a whole. CMM theory takes each communication as a complex interrelated series of events in which each participant affects and is affected by the other. Although the prime emphasis of CMM theory is concerned with the concept of participatory view, that is the first-person view, once these concepts are comprehended they are more readily accessible during other communications. Furthermore, this awareness of CMM theory can be applied to other similar situations which will in turn lead to more successful communication. 19 烟台大学硕士学位论文 3.2.5 Application and models Pearce (1980) affirms that CMM is not only an interpretive theory but meanwhile is designed to be a practical theory. There are extensive literatures regarding the application of CMM theory to solve intra-community relations, workplace conflicts, family violence and many other social issues. For this purpose, CMM theorists have created and developed several analysis models to assist understanding and improve communication. These models consist of Hierarchy Model, Serpentine Model, Daisy Model, LUUUTT Model and charmed, strange, and subversive loops. Among these models, we will mainly discuss four typical ones (Hierarchy Model, Serpentine Model, Daisy Model, and LUUUTT Model) in the follow. 3.2.6 Daisy model According to common practice, it is necessary to point out that people are never only in one conversation at a time. Even when people are alone, they are in silent interactions with significant others, and when they are talking to other people, they are usually aware that what they say and do there is always a part of other conversations. (Pearce,1999) Daisy model looks at the context of communication from a more in-depth view. It is so called because of its shape. This model is meant to remind participants of the multiple conversations that are occurring in each moment. It analyzes the other less noticeable communication events that occur simultaneously with the primary conversation. Daisy Model is a reminder of calling participants? attention to the multiple conversations of which any given statement or action is the nexus. Imagine a statement placed in the center of this model, with each petal a different conversation: 20 烟台大学硕士学位论文 Figure 3.1 Daisy Model (from: Using CMM) To apply this model as a heuristic tool, first place the object or event that you are interested in the center, then explore all the conversations which constitute it. Next, determine which conversation is privileged and which is backgrounded. Look for subtle patterns of colonization. Which conversation is shadowed and which is foregrounded. Finally, describe the details (vocabularies and grammars) of each conversation. The outcome is an enriched description of the object or event that you have selected for analysis. 3.2.7 LUUUTT model Much of the emotional aspect of communication is owing to the nonverbal part of interaction which is outside of the actual words. When and where a participant tells a story, his manners, word choice, tone of voice, and subject matter all can play a role on the whole story being told. This process is called story-telling. LUUUTT model primarily deals with this. Unlike other models, it is concerned with „how the stories are 21 烟台大学硕士学位论文 told? rather than their narrative features, content, or place in the verbal interactions. Whatever communication people create will have the fundamental structure of stories because that?s the way they think, perceive, and live. Figure 3.2 LUUUTT Model (from: The Coordinated Management of Meaning) LUUUTT stands for stories Lived, Untold stories, Unheard stories, Unknown stories, stories Told, and story Telling. This model is designed for application during communication process, particularly under the direction of a researcher. It is also instructive in decoding the larger cultural knowledge. Stories lived and stories told vary because how we see or want to see ourselves differs from what we actually do. Stories told may be people's way of understanding or coming to grips with their own stories lived. Understanding that these differences exist and paying attention to them can be important to understanding the nuances within a communication event. The well known "do as I say, not as I do" between parent and child is one example of the contrast between stories told and stories lived. Another example might be a person forced into theft or other criminal activity to survive. They may not like what they are doing and they may blame their misbehavior on other people. 22 烟台大学硕士学位论文 They might not continue that behavior if the situation were different, but from where they stand, there are no other options. The story that they tell is unlikely to match the story that they are living. Unheard stories are those that are told but that the conversational partner fails to hear. This may be because they do not want to hear it, are not paying attention, literally cannot hear it, or that the message is being communicated in an unfamiliar or unknown way to them. It is popularly held that diverse groups can provide the best results, but one of the worst situations is to include token members within a group because it is statistically shown that nearly all suggestions made by the token individual will be discounted by the majority group without consideration. The token member becomes the unheard member. Untold stories are ones that are not shared, at least not with others in that event. Someone may choose not to tell a story for a variety of reasons. If told stories become unheard stories frequently, then they may eventually become untold stories. Unknown stories are generally ones in which the communicators themselves either don't know exist or don't understand well enough to communicate. But the tension between stories lived and told is not sufficient to guide us to the potential richness of any given communication pattern. In addition, there are unknown stories which the participants are not (currently) capable of telling; untold stories which the participants are perfectly capable of telling but have chosen not to (at least, not to some of the others in the situation); and, unheard stories which, although they have been told, have not been heard by some important participants in the situation. We suspect that a spiraling evolutionary process works, so that unheard stories become untold stories, and untold stories become, after a while, unknown stories, and vice versa. 23 烟台大学硕士学位论文 3.2.8 Hierarchy model The Hierarchy Model is a tool for a participant to probe into the perspectives of his conversational counterpart while also enabling him to take a more depth look at his own personal perspective. The elements at the top of each list comprise the whole context in which each story occurs and play an important role on the elements below them. The model can also be adopted by an observer to analyze an integrated conversation. People take messages as if they were wrapped multiply in layers of meaning. The hierarchy model helps to identify the interpretive wrappings with which communicators surround the messages that they exchange. Here we should note that the term „hierarchy? doesn?t imply rankings with regard to authority or power. Instead, this term indicates multiple layers of contexts, in which each layer is contained within others like a box within boxes. Therefore, we can infer that the essential idea of CMM theory is that the meaning it conveys at one level of the hierarchy is not necessarily the same as at others. This model can direct people while they decode the meaning of any message. Here is an illustration of Hierarchy Model. Figure 3.3 Hierarchy Model Illustration ( from: Using CMM) Notice: the number and ordinal position of levels in this model are presented here for demonstration only. The task of any person interpreting a message is to discover what are the multiple levels of context that make it meaningful. (Pearce,1999) 24 烟台大学硕士学位论文 Here is an example of the application of Hierarchy Model to illustrate patterns of communicative interaction. A woman and a man in the beginning of a relationship may go on dates in which the events of the evening are contextualized like this: (from: using CMM) This frame demonstrates that the relationship between them relies on the way the episode (the date) is perceived. If the date goes smoothly, they may start telling themselves a story about this relationship: This person is not bad, I like her / him, we can further get along. Later, the ordinal sequence changes to: (from: Using CMM) By this moment, this relationship has ranked to the higher context, and episode the lower. Even if the date was a terrible one, it would be perceived in the context of a stable relationship, not the relationship in the context of the events of an evening. 3.2.9 Serpentine model The CMM theorists develop the Hierarchy Model a step further by strengthening the importance of interaction and augmenting the role of time. Pearce (1985) emphases that communication dose not occur alone, rather usually happens before or after another's actions. Therefore, understanding past events and their impact on participants is indispensable to improve communications. This new model is called Serpentine 25 烟台大学硕士学位论文 Model. It can visually illustrate how communication evolves back and forth between participants instead of just a simple transmission of information. The notion of coordination stresses the fact that our actions enter into the social worlds of other people who interpret them according to their own processes, and then act in ways that become part of our social worlds. This describes a snake-like pattern in which each of us, in an out-of-phase sequence, act and interpret the actions of others. The concise form of this model is a wavy line which starts within the social world of one participant in a conversation, then moves to an action that person takes in the communication and then to the interpretation of that action by the other participant. That interpretation would form a pattern of felt "oughtness" about the next action, which keeps on the pattern. It looks like as follows: Figure 3.4 Serpentine Model (from: Using CMM) Each arrow in the graph stands for a constitutive or regulative rule. A and B's social worlds undoubtedly consists of a set of nested contexts (the contexts are not necessarily always consistent.) which can be demonstrated with a hierarchy model. Each action carries some implicative force (oughtness to do something). Sometimes the implicative force will be sufficient to alter the contexts in which it 26 烟台大学硕士学位论文 appears. This might lead either or both A and B to insert a change in the episode that they are performing, in their self-concepts, or in their self-concepts. 3.3 CMM as a Theory for Understanding Social Worlds According to CMM theorists, people make their social worlds through communication. To achieve a successful communication, people should get a good understanding of the other?s social world. In this aspect, CMM theory offers a good vision for participants in communications to get access to others? social world. When using it, four points should be clarified here. First, people should have been confused when they moved through these different social worlds, because they really were social worlds. All of us create worlds that are “complete” or “whole” within our own horizons and that are structured by a geometry of “oughtness” that tells us what things mean and what we should, could, must, or must not do about or because of them. Second, there are many social worlds. Third, each of these social worlds is made. They are shaped by the things that we do to and with each other. They start and they end, and they change over time. Even things that seem so real and powerful are not and won?t always be this way, and there are people who act differently in other social worlds. Finally, every one is an agent in the making of these social worlds. Although no one can “control” what happens, everyone in those social worlds affects what happens by their actions. There are many social worlds, because new ones are being made in each moment. “To create a sentence is to constitute reality, to put two sentences together is to create the world” (Peckham, 1962). Once we perceive there are many social worlds, the fact that they are different is not particularly surprising. The interesting aspect of the plurality of social worlds is the nature of their differences and how we will handle those differences. It may be impossible to translate one social reality into another; or, better 27 烟台大学硕士学位论文 said, to understand someone else, it may be necessary for us to adjust our horizons. In a sense, engaging and understanding another social world means becoming, to some extent, another person. The communication perspective offers a way to survey communication. It is based on the notion that all the interactions in communication are parts of the social world in which people live. Commands, requirements, promises, and compliments are not only matters of others, they are realities themselves. That is we?d better take communication as a way of doing things instead of talking about things. 3.3.1 Taking a communication perspective on social worlds Communication is a process of doing things and making things, not just talking “about” them. Therefore, the ultimate goal of communication is to make social world, or to make a good social world. All the elements in communication can be seen as the building blocks of social worlds. People?s interaction is purposive and ongoing from the communication perspective. It demonstrates itself through three essential principles. Principle one. “Organizations, families, persons and nations are deeply textured clusters of persons-in-conversation” (Pearce, 2006, pg.3). When you look at communication, you are observing who is carrying out the conversation, who is manipulating the conversation, where is the conversation happening, and how the participants are affecting each other in the process of interaction. Principle two. Pay attention to the structure of communication and the consequences linked with the structure of communication. Principle three. According to CMM theorists, social worlds are not found but made. This so-called social world consists of beliefs, personalities, attitudes, power 28 烟台大学硕士学位论文 relationships, social structures and economic structures and the like. All these things are made during communication. Most theories taking the communication perspective have common objectives as follows: her/broader than one could without using the disciplining and enabling tools of research. the world around us deeply/richly/broadly. lationships with others with whom such relationships seem unlikely without doing some unusual interpretive and integrative work. assertions about what is going on. uctive critiques of practices and patterns of social interaction enabling reflection, evaluation, and deliberation about choices among options. crucial moments. 3.3.2 Communication: coordinating actions and managing meanings CMM theory does not intend to provide a set of propositions about the objects and events of people?s social world. Instead, it is a set of concepts and tools concentrating on the process in which these objects and events are created. Its function is to enable and manage inquiry into specific moments of that process for the purpose of understanding, acting wisely, and composing to improve communication. 29 烟台大学硕士学位论文 CMM theory is profitable because it offers the two primary aspects of the process of communication: coordinating actions and managing meaning. These two aspects can not be taken as different and neither of them can exist alone. Because there can not be any meaning without action and action without meaning. A successful communication is supposed to harmonize coordinating action and managing meaning well. We can not deny the diversity of culture, belief, and value of people. But it dose not mean differences between participants in conversations can be obstacles to reach a satisfying outcome. In the process of communication, participants can coordinate their actions as the situation changes. Even though people don?t agree with their meaning or even not understanding what the other means, they still can coordinate their actions. We suppose that people make and manage meaning when we take the communication perspective. The useful and necessary questions are concerned with what specific meaning they are creating in given situations, and how they are making these meanings, and how these meanings affect the social worlds that they are making. It is not hard to find that there is a close link between managing meaning and LUUUTT model. Since LUUUTT model is concerned with how stories are told, we can infer that it is one of the essential ways to realize the achievement of meaning. Thus we can say managing meaning is how people make and perceive meanings. 3.4 Data Collection As a form of communication, movies differ from others in that they are more difficult to be comprehended. Face-to-face communications provide direct perceptions for communicators, while the communications in movies fall short in this point. As a practical theory, CMM has the capacity of solving this obstacle by applying its analysis models. Through the detailed presentation of the whole process of communications, a 30 烟台大学硕士学位论文 picture of the evolution of communications in movies would be clearly visual to the viewers, which will make movie-comprehension easier. The attempt to analyze movie communications with CMM theory can, on the other hand, prove the validity of CMM. The difference between August Rush and other movies is that it applies a great deal of music in the development of the plot. It gives the audiences much space for expectation and imagination. Therefore, shortness of language is the most noticeable characteristic. This shortness causes some confusion when communication is going on. For example, when Wizard interrupts the rehearsal to bring Evan back, he tries to prove he is Evan?s father. But the old teacher dose not believe him. Then Evan?s short and vague answer confuses his old teacher. Though still with suspicion, he has to let Evan go with Wizard. Shortness sometimes causes vagueness, thus making the social world a little complicated. However, we should notice that although shortness is insufficient in interactions, it dose not always appear so. Short as it is, it by all means can convey the deepest sentiment of the characters. The conversations in this movie are not fluent all the time if judged from the typical communication perspective. To understand the movie fully demands the reader?s awareness of what things go on. CMM theory can play its role in this point. Abundant usage of references is another feature in this movie, especially in Evan?s talk. His references mainly refer to his parents or music. In his world, to find his parents is all, and music is the hope to achieve it. It is music that connects his parents with him. 3.5 The Methods of Applying CMM Theory There is no specific way for CMM to analyze conversations. Like other theories, CMM uses direct observation, interviews, content analysis, narrative analysis, and participant observation, etc. CMM research studies cases, and it is carried out through a series of goals: 31 烟台大学硕士学位论文 rpretive; A detailed description of the situation of interest is the first step. The second step is to interpret what this situation means. And then based on the two steps, the analysts can make the decision on which is better. Finally, bring out some practical methods to make a better social world. In the whole process, the basic concepts and models of CMM can be always applied to achieve the four goals. But when can these concepts and models used? Pearce (2000) offers some methods as follows: ? If researchers note that there are several people involved in the situation, they might use the Daisy Model to identify the participants. ? If researchers note that a particular event is deeply textured, they might use the Daisy Model as a way of differentiating the strength or salience of particular relationships or conversations; ? If researchers notice gaps between the story told and the story lived (there will always be such a gap, but if it seems extreme or important), they might use the LUUUTT Model; ? If researchers notice something unusual, interesting or significant about the manner in which a story is told (for example, the storyteller takes the role of victim or describes events of which he was a part from an objective perspective), they might use the LUUUTT Model; ? If researchers suspect that there are untold, unheard, unknown and/or untellable stories (there will always be such stories, but if they seem significant), they might use the LUUUTT Model; ? When researchers hear a story told about what is happening, they might use the 32 烟台大学硕士学位论文 Hierarchy Model, inquiring about what the context is for that model, and what it contextualizes; ? When researchers hear two or more participants talking about a situation, they might use the Hierarchy Model and ask whether the same story is at the same level of hierarchy for the various participants, or if they have different stories; ? If researchers hear different interpretations of the same actions, they might use the time-line in the Serpentine Model to see if the participants are punctuating the story in the same way; or they might use the concept of speech acts and/or episodes to see how they are punctuating the sequence of actions. ( Pearce, 2000, Extending the Theory of the Coordinated Management of Meaning Through a Community Dialogue Process) To summarize, coherence, coordination and mystery are three basic concepts of CMM theory. They serve to understand the processes of communications. Models like daisy model are tools to explore the details of communications. People never ceased to manage meaning and coordinate action when communicating. Despite different opinions exist, successful communications can still be maintained as long as the process of managing meaning and coordinating meaning goes smoothly. To make successful communications with CMM, the four steps can be applied: descriptive, interpretive, critical and practical. The communications among characters in August Rush sometimes are difficult to understand because of its language characters. As a practical communication theory, CMM theory can act as a tool to analyze these special scenes and offer some methods to solve the problems. Detailed analyses will be presented in chapter four. 33 烟台大学硕士学位论文 Chapter Four AN ANALYSIS OF THE CONVERSATIONS IN AUGUST RUSH UNDER CMM The framework of CMM theory consists of many concepts and models. The concepts are offered to get the access to communication, while the models are applied to analyze communication. There are more than ten models in CMM theory, four typical ones ( the hierarchy model, the daisy model, the LUUUTT model, and the serpentine model ) will be chosen to analyze the movie August Rush. Each model will fit in one scene. 4. 1 Brief Introduction to August Rush Evan Taylor who is a nine-year old boy lives in an orphanage. He has a firm belief that his parents are still alive. He takes the music he hears all around him as the way his parents communicate with him. Richard Jeffries is a counselor of the New York Child Services Department. Evan expresses his unwillingness to be sent away from the orphanage, because he believes his parents are still in the world and will come to claim him eventually. Through a series of flashbacks, his parents are revealed to be named Lyla Novacek, who is a well-known concert cellist. Louis Connelly, his father, who is an Irish guitarist and lead singer of a rock band. They met accidentally and spent one romantic night together, then never saw each other since then. Lyla was pregnant, but her father was strongly against it. He wants Lyla to create a promising career without the obstacle of a baby. After a quarrel with her father, Lyla ran out to the street and was hit by a car. She 34 烟台大学硕士学位论文 delivers a baby son when in hospital. But after she regained consciousness her father told her that the boy had died. In fact the baby actually had been sent to an orphanage by her father. Evan has a firm belief that he will have chances to be found by his parents as long as he follows the music he listens to and reacts to it. He runs away from the orphanage and makes his way to New York City in the hope of finding his parents. There he is taken in by a man who is known as "Wizard". The man kept many orphans and forces them to play music on the streets and takes a large share of their money. It soon turned out that Evan is a musical child talent. In order to have Evan work for him in the long run, Wizard gives him the name "August Rush", threatening him that he will be sent back to the orphanage immediately if his real name is discovered. Not until his father is dying did Lyla know that her soon still lives. Without any information about Evan, she still immediately heads for New York to look for her eleven-year-old son. Louis has always remembered Lyla and does not know the existence of Evan. He has already given up music careers since Lyla. Evan runs into a church after a chase by the police. At the church he again impresses people with his natural musical gift and is recommended to Juilliard School ( a famous music academy) with the name "August Rush." One of the works he composes is supposed to be performed by the New York Philharmonic in Central Park. Wizard bursts into the rehearsal room, though reluctantly, Evan follows him back to the life of making money by performing music on the streets. Lyla has found Evan's information and has decided to stay in New York to seek for her son. While in New York, she decides to take up her music career. Later, She is chosen to play in the same concert. Being wrongly told that Lyla has married, Louis also returns to New York to restart performing with his former band. He has a chance of 35 烟台大学硕士学位论文 seeing Evan in Washington Square Park and they play music together, but neither knows the real identity of each other. With the hope of finding his parents, Evan finally chooses to run from Wizard on the night of the concert. At the same time, Louis hastens to the central park after he saw Evan and Lyla's name on a poster. Evan directs his work and he turns around at the coda to see Louis and Lyla standing hand in hand. He finally becomes aware that they are his parents. 4. 2 The Analysis of Selected Conversations under CMM Theory 4.2.1 Under coherence, coordination and mystery Richard: You don't wanna be placed with a real family? Evan: - I have a family. Richard: Yes, you do. I mean, you have parents and all, but they don't live with you. Evan: Not now. Richard: But still, you don't have contact with them. Evan: Yes, I do. Richard: You do? What, do they call you? Come and visit you? - Send...? - I... Evan: I don't wanna be sent away. Richard:I understand.You see, there's a lot of children......who are scared that if they leave their first home......their parents would never be able to find them. Right? But see, my job is to make sure... ...that nothing like that will ever happen to you. So there's nothing to be scared of. Evan: Thank you. This conversation happens between Evan and Richard when all the orphans are 36 烟台大学硕士学位论文 asked for willingness to be adopted. Shortness is the feature of Evan?s talk, while detailedness of Richards?. For one thing, Evan is not talkative himself, for another, he prefers staying at the orphanage than to be transferred to a „real? family. So, to be short or keep silence is his reaction on this occasion. Despite of Evan?s short talk, this conversation can still be taken as a successful one, because both Evan and Richard at least made themselves understood by each other. First, we are going to examine the conversation through the three stages of CMM, coherence, coordination and mystery. Coherence is concerned with how meaning is made through the process of the conversation. It makes the communication coherent by putting the past stories and the on-going stories together. Evan has a firm belief that his parents are trying to find him just like what he does. From the bottom of his heart, his parents and he just do not live together for the time being. The „real? family Richard mentioned is in fact not real. It is just a family which might adopt a child. For Evan, a family with his born parents is real . the past experience told Evan that being asked by a worker from Child Services Department means that it will probably become harder to find his parents. So when being asked whether he like to be transferred to a new family, Evan answered with great firmness: „ I have a family.? Evan has an expectation that if he said so, the worker probably would not send him away. This answer surprises Richard who knows the psychology of orphans well. According to his past experience, most of the orphans accept the fact that they do not have parents, but Evan is out of expectation. Richard just adjusted his expectation of this boy, and then conformed to Evan so as to make the conversation goes smoothly. As the concept of coordination illustrates, A successful communication can be still achieved even the two sides view the same thing differently as long as they agree on the outcome. We should not ignore the role that mystery plays in this conversation. When Evan 37 烟台大学硕士学位论文 says he does has a family, we know that he really means it, but Richard does not quite understand. Evan previously did not explain his invisible connection with his parents, the sound, to Richard. The story untold causes Richard?s confusion, and the confusion gets tense after having known Evan and his parents have contact. Since Evan has a family, why does this little boy live in the orphanage? Evan?s answer that he does not want to be sent away resolves Richard?s confusion, then the communication gets to the right track again. The analysis of this conversation again demonstrates that whether conscious or not, we experience the three basic steps of CMM in our communication. But if one gets aware of when the three steps work, it would guide the communication to go on more smoothly. For example, adding a little more information to the conversation above, the interaction would change a lot. Richard: You don't wanna be placed with a real family? No, I don?t. I have a family. Evan: Richard: Yes, you do. I mean, you have parents and all, but they don't live with you. Not now. we are seeking for each other. They can find me. So I don?t wanna Evan: be sent away. Richard: I understand. But see, my job is to make sure... ...that nothing like that will happen to you. So there's nothing to be scared of. Evan: Thank you. We can see from the revised conversation that if Evan were more conscious of the coherence, coordination and mystery concepts in the communication (although we can not require a little boy to do this), the conversation would be carried on more easily. In this way, coordinating action and managing meaning are made successfully. Coordinating action is about adjusting one?s reaction to others and managing meaning is how meaning is achieved. First, they are not separate. Second, they can happen 38 烟台大学硕士学位论文 simultaneously. In the revised conversation, when Evan realizes that Richard tries to persuade him transferring to another family, he explains he and his parents are seeking for each other. Because he becomes aware that more explanation can help to affirm his resolution of not leaving the orphanage. 4.2.2 Under the daisy model Evan: I have to go now. I'm not coming back this time. Arthur: He's just kidding, Wizard. Me and August have a understanding. Don't we? Wizard: Aug, you can't leave me, man. Evan: Yes, I can. Wizard: Because you have to find your parents, right? Evan: Yeah. My concert's starting. Wizard: Well, all my money's on the fact your folks won't be able to find you. You know why? Because they can't hear you. They're probably dead. You're not going anywhere. Nowhere to go, son. Arthur: Run, boy. Run, August, run. This conversation occurs when Evan wants to run away from Wizard to attend his concert. Except for Evan and Wizard, Arthur also has his part in this conversation. According to the advice Pearce gives: „If researchers note that there are several people 39 烟台大学硕士学位论文 involved in the situation, they might use the daisy model to identify the participants?. Daisy model can be used here to distinguish the participants. Some metaphors are textured in the conversation. As another advice suggests: „If researchers note that a particular event is deeply textured, they might use the daisy model as a way of differentiating the strength or salience of particular relationships or conversations.? ( Pearce, Using CMM,1999) , daisy model can also work to explore the context of this conversation. Figure 4.1 Application of Daisy Model The exchange between Evan and Wizard is not just between two people, it is a specific turn in many conversations, including some with people who are not present. The conversation between Evan and Wizard is our focus, thus we put this event in the center of the daisy model and start to trace out some of the other conversations of which it is a part. We should not ignore Arthur?s part in it, because it is also a part which constitutes Evan and Wizard?s talk. Then, we put this event in one petal. This picture can remind us of the multiple conversations that are occurring in each moment. 40 烟台大学硕士学位论文 After placing Evan and Wizard?s conversation in the center, we can see that Evan?s purpose is to escape from Wizard, and wizard?s is to keep Evan back. Evan wants to attend the concert in the hope of finding his parents through music. Wizard wants to make money by keeping Evan perform on the streets. When the two people?s wills against each other?s, conflict inevitably occurs. Arthur?s saying has two purposes: one is to prevent wizard from hurting Evan, the other is to try to let Evan give up the thought of leaving. Arthur would say so because Evan helps him escape when the police search their „home?. The „understanding? Arthur says is like a deal between him and Evan. While actually there is no such a deal. It seems that Arthur?s assertion is not of much meaning in the whole conversation, but it does play an important part, that is to put Evan and Wizards talk in the foreground. Evan?s resolution to leave is enforced by Arthur?s assertion. At last, Arthur see Evan?s determination to leave, and hits Wizard with his guitar to help Evan run away Three „runs? are used by Arthur to urge Evan to go, which is an emphasis of his compassion for Evan. In this conversation, Wizard spares no effort to keep Evan stay with him. There are six sentences he uses to list his reasons for not letting Evan go. So many words are enough to prove one?s strong feelings. While in comparison with Wizard?s lengthy talk, Evan?s silence manifests his decision again. We have covered two goals (descriptive and interpretive) of CMM theory analysis with the daisy model in the above conversation. The other two goals (critical and practical ) will be studied below. 4.2.3 Under the LUUUTT Model Louis: How'd you learn how to play like that in six months? Evan: Juilliard. 41 烟台大学硕士学位论文 Louis: Juilliard? Evan: Yes, sir. I have my own concert tonight. Louis: Do you reckon I should believe you? Evan: Yeah. But I can't go. Louis: Why's that? Evan: It's kind of a long story. Louis: Well, if I went to Juilliard and I had a concert tonight... ...I wouldn't miss it for the world. Evan: Yeah. But what if something bad would happen if you did it? Louis: You never quit on your music. No matter what happens. Because anytime something bad happens to you......it's the one place you can escape to and just let it go. I learned that the hard way. And anyway, look at me. Nothing bad's gonna happen. You gotta have a little faith. LUUUTT model concerns how stories are told in the process of communication. It can be used to analyze the manner in which participants organize their stories. The way people tell stories is so important in that it affects the perception of the others directly. Communications make people?s social world, the way of telling stories is one element of it. 42 烟台大学硕士学位论文 This conversation occurs when Louis and Evan meet on the street by accident. Louis is impressed with Evan?s outstanding guitar performance, and asks Evan how he could play like this. When he gets an answer from „Juilliard?, Louis was surprised. Because „Juilliard? is a top musical academy in America, there are rarely students in Evan?s age studying in it. Story lived: Evan is performing on the street to make money. Louis is just passing by the square where Evan plays. Untold story: Evan is an orphan. He runs away from the orphanage to find his parents. A man called Wizard tries to make Evan to make money for him. When the police search the slum they live, Evan runs to a church incidentally. His music talent is found by the churchman, and then he is recommended to study in „Juilliard?. The school president gave him a chance to perform on a concert. Wizard found him on the rehearsal and threatened him to go. If Evan dose not go with Wizard, Wizard might tell the truth that august is not his name, then he would be probably sent back to the orphanage. Louis: He and a girl fell in love eleven years ago. They were forced to separate because the objection of the girl?s father. He felt so sad that he even had no mind of pursuing music. He left his band. After so many years, he decided to set up his band again. Story told: Evan learns in „Juilliard?. He has a concert tonight. Story telling: Louis is trying to give Evan some faith. In communication, participants are not telling some stories for many reasons. In the conversation above, there are many untold stories in Evan?s talk. The main reason is that Wizard is not far from Evan that time. Evan?s „job? is to make money for Wizard through singing, if he talks to the strangers for a long time, it would irritate Wizard. Thus Evan chooses not to tell his past stories to Louis. The richness of participants? stories is crucial in many interactions with others. Sometimes the success of a 43 烟台大学硕士学位论文 communication relies on it. From this conversation, we can see that stories told in communication are not sufficient to reach the goal of good understanding. After doing a LUUUTT Model analysis from a third-person view, we get to know where to start to enrich the conversation. If these stories untold had been told in the above conversation, it would have changed the development of the communication. (Though we all know that the reason director of the movie arranged the conversations in this way is for the story development. Had the way in which Evan and Louis communicate, the plot would have altered as well. We are going to alter it just for the need of analysis). Evan could have told Louis his stories in a short way to prove what he said is true. 4.2.4 Under the hierarchy model (1) Richard : How long have you been here, Evan? Evan: Eleven years and sixteen days. I've been counting. Richard: That's a long time. (2) Richard: Explain something to me now. Why now? Why not before? Why is it so important that you want him now? Lyla: I've always wanted him. I've waited 11 years, two months, and 15 days... ...to find out that he's alive. I've been counting. 44 烟台大学硕士学位论文 The first conversation occurs when Richard asks Evan whether he likes to be adopted by a new family. Richard gets quite impressed when asking Evan how long he has been in the orphanage. Evan gives out the number of days instead of a vague period of time. Only when expecting for some important days, people count. Under this assumption, Richard seems to understand Evan more and better. The second conversation occurs when Lyla begs Richard?s favor to give some information about his son. Apparently Richard dose not have a good impression of the parents who start trying to find their lost children, so he asks Lyla a little angrily why she begins to find his son so late. Lyla?s answer surprises him, just as Evans?. Then once more „ I?ve been counting.? moves Richard so that he can understand the feeling of a mother who has been separate from his son for more than eleven years. Though the two conversations do not occur at the same time and place, the effects they make are the same. Both the two information senders bring the hearer move and surprise. Why the two different conversations can achieve the similar effect? As we have mentioned above, When researchers hear a story told about what is happening, they might use the hierarchy model, inquiring about what is the context for that model, and what it contextualizes. The two conversations are all accounts of people?s stories. One is Evan?s, and the other Lyla?s. They fit this criterion, so next we are going to analyze the two conversations with hierarchy model. The hierarchy model is based on the notion that communication interactions are always in multiple contexts, and the achieved meaning depends on the context in which it occurs. There are unfixed numbers of levels of context, but when we use hierarchy model to analyze communications, certainly at least two should be applied. Episode, relationship, self and culture often appear in the analysis of this model. However, we should notice that there are others in specific instances. The contexts of the two conversations are below: 45 烟台大学硕士学位论文 Figure 4.2 Application of Hierarchy Model (1) Desire that not to be adopted Self ( an orphan tries to find his parents) Episode Relationship (2) Desire to find her son Self (a mother who lost her child) Episode Relationship Note: stories placed lower in the model are said to be embedded in, and derive their meaning from stories placed higher in the model. In the two charts, the relationship is in the context of the episode , which in turn is in the context of the self, which is in turn of the desire. The two charts demonstrate how meanings are achieved in communication. Both Evan and Lyla have desires when carrying out conversations. These strong desires in their hearts determine the definitions of themselves. In the first conversation, the relationship (note: here the relationship means whether they can get along well in the communication process) between Richard and Evan is dependent on the way the episode is perceived. The episode in the first conversation is that Richard works to find some orphans who are willing to transfer to new families. Evan defines himself as an orphan who dose not want to be sent away. This definition of „himself? affects the episode. Richard starts to see Evan?s repulsion for staying at the orphanage. (but this perception may not be correct, we will analyze this in the proceeding analysis). We can see the meaning of this conversation is 46 烟台大学硕士学位论文 manipulated by the first story, desire. It is like a command directing the development of the communication. The second conversation is contextualized in the same way as the first one, therefore, the outcomes of the two conversations are alike. 4.2.5 Under the serpentine model Oldman:Mr. Rush, please!Do you have any idea of the importance of the concert tomorrow night, for August? August. Wait, listen. You gotta tell me right now, is this man really your father? You can tell me the truth. Wizard: I know your real name. Evan. August. Evan. Old man: Is he your father? Evan: He taught me everything I know. In the process of communication, people?s understanding of others is not achieved smoothly. They interpret the actions of their counterparts through their own processes. This process starts with the social world of one participant, then moves on to an action that he/ she performs and then to the perception of the action by the other participant. The Serpentine Model surveys the interaction between two or more people. This model works by moving up and down from the meaning produced by the first act of the first participant to the meaning that another participant?s reaction produces. There would be two merits of this model if the participants use it: first, a mutual agreement of „oughtness? (what the participants ought to do) can be arrived at as the interaction develops; second, it can foreground the events about which the participants may be unconscious. This conversation occurs when Wizard interrupts the rehearsal to bring Evan back 47 烟台大学硕士学位论文 with him. Evan?s teacher dose not believe Wizard is Evan?s father. Therefore, he asks Evan for assurance. Wizard threatens Evan to hold the truth back. At last, the teacher has no choice but let Evan go. In this conversation, the old teacher doubts whether Wizard was Evan?s father. According to common sense, no parents would deny a good opportunity for their children to play at a grand concert. Therefore, he stresses the importance of the concert by a rhetorical question for Wizard. But Wizard didn?t say anything but keeps silent. The reaction of Wizard enforces the old teacher?s doubt, then he asks Evan for assurance. Seeing Evan?s hesitation, Wizard threatens him by whispering to his real name, however, Evan still keeps silent. The old teacher asked Evan the second time for assurance. Although reluctant, Evan still „admitted? in an indirect way by saying „he taught me every ting I know.? Figure 4.3 application of Serpentine Model The old teacher?s silence “admit” doubt question about ask Evan for threaten ask Evan wizard assurance again for assurance Evan whispers silence no verbal response have no Evan?s real name from Wizard belief in Wizard Through the analyses in this chapter, it proves that CMM theory can be used to analyze communication from the first-person and third-person perspectives, therefore, 48 烟台大学硕士学位论文 not only the participants in communication can use it to enhance their communication quality, but the research can apply it in communication research work as well. 49 烟台大学硕士学位论文 Chapter Five CONCLUSION Although CMM theory has many merits in practical usage, it also has some deficiencies in itself. These deficiencies will be discussed in this chapter. Except for this, the findings of this thesis, limitations of the research, and suggestions for the future study will be summarized. . 5.1 Summary of the Major Findings The first phase of any CMM work is to describe what is going on. This emphasizes that CMM deals with specific situations, not the general situations. Therefore, many specific situations in movies can be analyzed with this theory. The following communication purposes can be realized in three contexts, usually marked by the person-position (first, second, or third ) that you take in them. Taking a first-person perspective, you can use CMM to realize the purpose of surveying your own part in specific situations, comprehending it so as to act wisely or to stimulate the evolution of patterns of communication, relational minds, and forms of consciousness. From a second-person perspective, you can act as a consultant or a friend to other participants to realize the purpose of helping them to achieve these above-mentioned goals. Standing in the third-person position, you can act as a researcher to realize the purpose of describing, critiquing, and suggesting effective action in ways that join interactions to achieve the goal of successful communications. When using CMM theory to analyze movie conversations, the third-person 50 烟台大学硕士学位论文 perspective should be the first consideration. Through the four steps (description, interpretation, critic, practice), the analyst can draw a clear picture of the interaction of characters in the movie. Coherence, coordination, and mystery are the introducing concepts of CMM theory. Daisy model, serpentine model and others are the methods of analyzing communications. Different models can be applied to analyze different communication patterns. During the analysis process, the observer can get a clear vision of the whole interaction. According to the analysis in Chapter Four, we find that most of the time, participants in communication are unconscious about the process of coherence, coordination, and mystery they experience. If they get aware of these steps in communication, the outcome is likely to be changed for a better one. In the process of analyzing conversations, four goals (descriptive, interpretive, critical and practical) should be achieved. People communicate in order to make social world, or to be exact, to make a better social world. The four goals are the fundamental steps to achieve a complete analysis result. Through a description of the conversation, the interpretation of the meaning it conveys and the criticism of the goodness of the communication, some practical suggestions are offered to make the communication a better one. Although CMM theory offers three angles to analyze conversations ( the first-person, the second-person, the third-person ), through the analysis of conversations of August Rush, we can conclude that analyses done from the first and third perspectives are the most practical ones. When surveying an interaction from a first person view, the participants can get aware of what they might ignore. Thus they would coordinate their action and manage the meaning more successfully. When observing an interaction from a third-person perspective, the observer can get a clear picture of the development of the whole process, judge what merits and deficiencies the interaction 51 烟台大学硕士学位论文 has, and then brings up some practical suggestions to the participants in conversations. Using CMM is not a matter of fitting yourself into a predetermined profile, but of joining in the unfinished, unfolding, interactive, and polysemic patterns of communication with other people. In reality, using CMM is a spiraling, reflexive process responsive to the specific opportunities and demands of the situation. 5.2 The Critique of CMM Theory CMM theory proposes that reality is made through communication, once people are aware of this point and apply this in the interaction with the others, their social world would change in a better way. In the framework of CMM, a new understanding of other participants in the communication is achieved in two ways. First, it surveys communication from a participant perspective. In this way, it makes possible for communication to make meaning and have a function rather than only transmitting information. Except for transmitting information, our communication also serves to make social reality. CMM theory points out that people?s talk is the primary activity in socialization of human society. A better understanding of ourselves and others can be realized through getting conscious of what and how people talk can always affect our perception of the social reality. CMM theory emphasizes that even two people take different values on the same thing, a successful communication can still be achieved eventually. The reason is that the two parties are both aware of the differences between them and they can find a solution to arrive at a win-win situation. The appearance of CMM theory offers a new way to view communication. The traditional view takes communication as a transmission of messages. While CMM theory pays more attention on interactions and the meanings people make in interactions. Therefore, the things we do and that we didn?t do make up the whole social reality. This 52 烟台大学硕士学位论文 point of view casts some doubt on the traditional transmission view and offers an alternative perspective on communication. For these years, the CMM theorists have never ceased to make improvement in CMM theory. Pearce and Cronen are continually altering and refining concepts and terms of it. However we should notice that, though many merits as it has, CMM still has several deficiencies in some way. 1. Too many terms and concepts make it a burden for the users to understand the theory. Pearce and Cronen absolutely have a clear picture of CMM theory, but they haven?t done a good job when introducing this theory to other people. Too many terms and concepts are quite likely to cause confusion for the readers. The overlapping of terms and concepts makes it worse on the way to understand this theory. For example, Coherence, stories told, and constitutive rules are all terms that basically illustrate the same concept of how we view communication events. Defining terms, or more exactly, a set of terms rather than several terms for the same concept, are a must for the simplicity of the structure of this theory. 2. CMM theory has not done enough in predicting future events. It concentrates only on the present situation and how people make the social world and falls short of foretelling what will happen or how to affect future events. 3. A good theory should by all means be laconic, while CMM theory fails at this point. In its broad framework, large numbers of concepts and terms are brought out. When examining communication, CMM theory holds a participant view, but the founder of it apparently forgot that they themselves actually also create their own social reality when initiating the theory. Taking the social world as being made through communication is fairly a brave viewpoint. Attempting to explain what contribute to communication makes it more complex for the readers to grasp. Among so many concepts and terms, the readers find it hard to get the chief points of this theory. 53 烟台大学硕士学位论文 4. CMM theory is also deficient in bring forward a proof that is testable. Since its objective is to make a better social reality in which people act in, it is not likely to point out its own default deficiency in its frame. According to CMM theory, anything can happen during the process of communication interaction, and all of these acts can be taken as part of the social reality. For the reason that CMM theory?s whole view is based on how people interact in communication, it is fairly hard to debate it. Therefore, there is hardly a valid method to prove its efficiency. Considering the above, although had been evolved from an interpretive theory to an practical one, CMM theory does need more improvement. 5.3 Suggestions for Future Research CMM theory is a broad framework in which many a concepts and terms are structured together to survey the process of communication. However, this thesis is not able to cover all. In Chapter Four, only four models are applied to study the cases, other models like charmed loop, strange loop haven?t been discussed. 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