Multimodal turn allocation in ESL peer group discussions
- 주제(키워드) academic discussion , classroom interaction , embodiment , ESL , gaze , gesture , Multimodality , turn allocation , turn-taking
- 등재 SSCI, AHCI, SCOPUS
- 발행기관 Routledge
- 발행년도 2016
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000131856
- 본문언어 영어
- Published As http://dx.doi.org/10.1080/10350330.2016.1207353
- 저작권 이화여자대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
This article reports on multimodal practices used by English as a Second Language students as they work to distribute primary speakership within their peer group discussions. Following Goodwin’s participation framework, the focus is on the embodied conducts of the non-talking recipients and their nonvocal displays of emerging speakership in peer discussions. Analyses of the non-primary speakers’ gaze, gestures, touch, and bodily conduct show that the students’ turn allocation practices embody their sensitivity to the spatial and visual field of co-participants, project changing participation frameworks, and achieve incremental coordination of speaker nomination. Explorations of such nonvocal behaviors lead to a detailed understanding of the students’ embodied participation frameworks and the visible processes through which the students claim or avoid speakership during peer group discussions. © 2016 Informa UK Limited, trading as Taylor & Francis Group
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