A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

Autor/in	Wigham, Ciara R.
Titel	A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching
Quelle	In: Language Learning in Higher Education, 7 (2017) 1, S.81-108 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2017-0001
Schlagwörter	Second Language Learning; Second Language Instruction; French; Semiotics; Videoconferencing; Teaching Methods; Masters Programs; Synchronous Communication; Higher Education; Business Administration Education; Listening Comprehension; Learning Strategies; Language Teachers; Teacher Education Programs; Discourse Analysis; Intercultural Communication; Figurative Language; Nonverbal Communication; Vocabulary Development; Communication Strategies; Computer Assisted Instruction; Computational Linguistics; Foreign Countries; Graduate Students; Undergraduate Students; France; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language teacher; Sprachunterricht; Diskursanalyse; Interkulturelle Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Kommunikationsstrategie; Computer based training; Computerunterstützter Unterricht; Linguistics; Computerlinguistik; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Frankreich
Abstract	Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic resources are used during lexical explanation sequences. The context is a telecollaborative exchange between Business students learning French and trainee teachers on a Master's programme in Teaching French as a Foreign Language. Using multimodal transcriptions of interaction data from two sessions, the sequential analysis provides access to different combinations of semiotic resources. These include using the visual mode to project active listening strategies and the complementary role of the text chat to secure common ground concerning the target item. The analysis sheds light on a "thinking break" strategy employed by the trainees. Descriptive examples demonstrate how verbal explanations were accompanied, firstly, by deictic and iconic gestures and, secondly, by metaphoric gestures used to help forefront different properties of the target item. Finally, changes in gaze and proximity were observed as playing a role in interaction management and in signalling which verbal modality was forefronted. The study illustrates emerging pedagogical and multimodal communication strategies for "doing vocabulary teaching". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01