1 |
Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study
|
|
|
|
In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://halshs.archives-ouvertes.fr/halshs-03266872 ; ReCALL, Cambridge University Press (CUP), 2021, pp.1 - 19. ⟨10.1017/s0958344021000070⟩ (2021)
|
|
Abstract:
International audience ; Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies explore experienced online teachers' practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004; 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, textchat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.
|
|
Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; frozen actions; instruction-giving practices; multimodal (inter)action analysis; print mode; task-based language teaching; videoconferencing
|
|
URL: https://halshs.archives-ouvertes.fr/halshs-03266872/file/Wigham_Satar_2021_ReCALL_HAL.pdf https://halshs.archives-ouvertes.fr/halshs-03266872 https://doi.org/10.1017/s0958344021000070 https://halshs.archives-ouvertes.fr/halshs-03266872/document
|
|
BASE
|
|
Hide details
|
|
2 |
Delivering task instructions in multimodal synchronous online language teaching
|
|
|
|
In: ISSN: 1286-4986 ; EISSN: 1286-4986 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication ; https://halshs.archives-ouvertes.fr/halshs-03000942 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication, Association pour le Développement de l'Apprentissage des Langues par les Systèmes d'Information et de Communication - OpenEdition, 2020, 23, ⟨10.4000/alsic.4571⟩ (2020)
|
|
BASE
|
|
Show details
|
|
5 |
L1 for social presence in videoconferencing: A social semiotic account
|
|
Satar, Müge. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
|
|
BASE
|
|
Show details
|
|
|
|