Embodied Modes in L2 French Video Reflections: Supporting Metalinguistic Awareness, Organization, and Community

Autor/inn/en	Amgott, Natalie; Gorham, Julia A.
Titel	Embodied Modes in L2 French Video Reflections: Supporting Metalinguistic Awareness, Organization, and Community
Quelle	In: Foreign Language Annals, 56 (2023) 2, S.501-523 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amgott, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12666
Schlagwörter	Metalinguistics; French; Second Language Learning; Second Language Instruction; Video Technology; Semiotics; Nonverbal Communication; Linguistic Theory; Audience Awareness; Online Courses; Pandemics; COVID-19; Assignments; Instructional Design; Learning Processes; College Students; Student Attitudes; Reflection; Computer Mediated Communication; Speech Communication + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Semiotik; Non-verbal communication; Nonverbale Kommunikation; Linguistische Theorie; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Collegestudent; Schülerverhalten; Computerkonferenz
Abstract	In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes--or gestures and facial expressions. Grounded in the social semiotic theory of multimodality, this study leverages multimodal transcription and discourse analysis to describe how 126 college learners of L2 French used embodied modes in their video reflections. Findings reveal how gestures and facial expressions served to augment students' metalinguistic awareness and organizational capacities in French. Further, embodied modes supported students in connecting to their audience. Because online language learning has increased during pandemic times, the findings shed light on the important role of embodied modes in designing L2 video assignments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01