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Multimodal turn allocation in ESL peer group discussions

Title
Multimodal turn allocation in ESL peer group discussions
Authors
Lee J.
Ewha Authors
Josephine Lee(이미진)
SCOPUS Author ID
Josephine Leescopus
Issue Date
2017
Journal Title
Social Semiotics
ISSN
1035-0330JCR Link
Citation
vol. 27, no. 5, pp. 671 - 692
Keywords
academic discussionclassroom interactionembodimentESLgazegestureMultimodalityturn allocationturn-taking
Publisher
Routledge
Indexed
SSCI; AHCI; SCOPUS WOS scopus
Abstract
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.
DOI
10.1080/10350330.2016.1207353
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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