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Variation in ESL/EFL teachers´ attitudes towards their students
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62 |
Who’s the Egg? Who’s the Wall? – Appropriating Murakami Haruki’s ‘Always on the Side of the Egg’ speech in Hong Kong
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65 |
Ideal self and ought-to self of simultaneous learners of multiple foreign languages
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66 |
Music and language expressiveness: When emotional character does not suffice: the dimension of expressiveness in the cognitive processing of music and language
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67 |
In search of the authentic Japanese taste : 'Solitary Gourmet' and cultural tourism = En busca del auténtico sabor japonés : El Gourmet Solitario y el turismo cultural
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Arabic dialect identification in the context of bivalency and code-switching
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69 |
Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme
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70 |
Investigating the biographical sources of Thomas Prendergast’s (1807-1886) innovation in language learning
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71 |
Effects of video-based interaction on the development of second language listening comprehension ability: a longitudinal study
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72 |
Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker'
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73 |
The Pragmatic-Discursive Structure of Chinese Compliments in Naturally Occurring Conversation
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74 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
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75 |
Collaborative Completions in Everyday Interaction: A Literature Review
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76 |
Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
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77 |
The Use of Designedly Incomplete Utterance in TV Talk Shows
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78 |
But-prefacing for Refocusing in Public Questioning and Answering
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80 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
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Abstract:
Visual conduct, including the use of gaze to attend to bodily-visual cues and other semiotic resources in interaction, has long been a topic of interest in ethnomethodology and conversation analysis (EMCA). Past EMCA work has examined visual conduct in face-to-face interaction, shedding light on the use of gaze to secure recipiency, facilitate smooth turn-taking, and create and sustain the local interactional ecology (Goodwin, 2000; Nishizaka, 2000). In technology-mediated interaction, however, participants’ lack of access to each other’s visual conduct can create fractured ecologies and hinder communication (Heath & Luff, 1993; Luff, Heath, Kuzuoka, Hindmarsh, Yamazaki, & Oyama, 2003). In this paper, we explore how participants’ asymmetrical visual access shapes one form of technology-mediated interaction: webinar talk. In particular, we examine how webinar moderators use what is visible on their computer screens to manage question-and-answer components during webinar events.
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Keyword:
Applied linguistics; Digital communications; Ethnomethodology; Questions and answers; Visual communication; Visual communication--Digital techniques
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URL: https://doi.org/10.7916/D8TQ7JJ5
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