A Plurisemiotic Study of Multimodal Interactive Teaching through Videoconferencing

Autor/inn/en	Codreanu, Tatiana; Celik, Christelle Combe
Titel	A Plurisemiotic Study of Multimodal Interactive Teaching through Videoconferencing
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; College Students; Second Language Learning; French; Semiotics; Multimedia Instruction; Computer Mediated Communication; Tutors; Online Courses; Learning Modalities; Discourse Analysis; Teacher Behavior; Nonverbal Communication; Affordances; Teacher Competencies; Teaching Methods; Qualitative Research; California (Berkeley) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Zweitsprachenerwerb; Französisch; Semiotik; Multimediales Lernen; Computerkonferenz; Förderlehrer; Lehrender; Tutor; Online course; Online-Kurs; Lernumgebung; Diskursanalyse; Teacher behaviour; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung
Abstract	The aim of the study is to describe and analyze webcam pedagogical communication between a French Foreign Language tutor and two students during seven online classes. It tries to answer the following question: how does the tutor in a multimodal learning environment change her semio-discursive behavior from the first to the last session? We analyze the tutor's discourse and gestures and the tools that support her communication. Our hypothesis is that the tutor should improve her semio-discursive competencies intuitively, taking into account her interlocutors and the affordance of different interaction tools. We will emphasize the pedagogical, socio-affective and multimodal competencies of the tutor. [For the complete volume, see ED574893.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01