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An Interview with Dr. Bambi Schieffelin
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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| 2 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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| 4 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 31-35 (2018) (2018)
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| 5 |
Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 36-43 (2018) (2018)
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| 6 |
An Interview with APPLE Lecture Speaker Professor James Pennebaker
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In: Studies in Applied Linguistics & TESOL, Vol 17, Iss 1 (2017) (2017)
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| 7 |
An Interview with APPLE Lecture Speaker Professor James Pennebaker
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 128-129 (2017) (2017)
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| 8 |
Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-4 (2016) (2016)
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| 9 |
Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
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In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 2 (2016) (2016)
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| 10 |
Multimodality in the Classroom: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp i-vi (2016) (2016)
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Abstract:
As a methodological approach that studies naturally occurring social interaction in various settings, conversation analysis (CA) uncovers how social actions are organized in the moment-by-moment details of interaction and how participants as Members make sense of each other in situ (Psathas, 1995; ten Have, 2007). Due to technological limitations, early CA research largely relied on audio recordings of telephone conversations (see Lerner [2004] for a collection of first-generation studies on topics including turn-taking and sequence organization). From the 1970s, as video recordings became a possibility, CA pioneers also started to turn their attention to the interactional details and multimodal resources visibly accessible in face-to-face interaction. Issues addressed in their seminal work include how listenership can be displayed through gaze and other embodied behaviors, and how mutual orientation is established through gestures and other embodied resources (Goodwin, 1981; Heath, 1986). Overall, such work on multimodality views social interaction as Members’ practical actions organized by and accomplished through concerted talk and embodied actions, and investigates interactional resources available through the visual, auditory, and haptic channels as made relevant by participants of an interaction. In recent years, multimodal CA research has gained momentum and produced important analysis on various types of multimodal resources from data collected in diverse contexts. In work meetings, for example, pointing has been found to be a resource to establish speakership (Mondada, 2007). In adult-child interaction, touch is used in conjunction with verbal directives to resolve the child’s non-compliance or manage the child’s attention (Cekaite, 2015, 2016). In dance instruction, corrections can be done through bodily quoting and turns can be constructed through syntactic initiations and embodied demonstrations (Keevallik, 2010, 2013). While embodied practices have been studied in various contexts, we are interested in exploring how they manifest in instructional settings. Considering the “asymmetric nature” of teacher-student relationships (Markee & Kasper, 2004), what roles might these practices play in student comprehension and learning? Consider gestures in the classroom, for example. They can promote simultaneous shared knowledge (Chui, 2014) and exhibit trouble in understanding and engender repair (Seo & Koshik, 2010). Tellier (2010) investigates how gestures were employed to promote memorization in the second language (L2) classroom with young children. Matching gestures can display co-engagement in interaction and create a teaching and learning opportunity (Majlesi, 2015). Kupetz (2011) demonstrates how hand gestures, gaze, and posture/body orientations were effectively utilized by students while doing explanations in pedagogical activities. Cho and Larke (2010) show that certain head movements were employed as part of repair strategies by students in an English as a Second Language (ESL) classroom.
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Keyword:
Applied linguistics; CA; Classroom environment; Conversation analysis; Embodied practices; English as a Second Language; English language; ESL; L2; Language acquisition; Multimodality; P118-118.7; PE1-3729; Second language
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URL: https://doaj.org/article/ecfa4a184b954c16b4369fb9b0d83db7
https://doi.org/10.7916/D88W4M47
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| 11 |
Multimodality in the Classroom: An Introduction
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In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 2 (2016) (2016)
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| 12 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
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| 13 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 14 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 54-56 (2015) (2015)
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| 15 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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In: Studies in Applied Linguistics & TESOL, Vol 15, Iss 1 (2015) (2015)
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| 16 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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| 17 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Studies in Applied Linguistics & TESOL, Vol 14, Iss 1 (2014) (2014)
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