The Design of Requests by Adult L2 Users with Emergent Literacy

Autor/in	Eilola, Laura
Titel	The Design of Requests by Adult L2 Users with Emergent Literacy
Quelle	In: Classroom Discourse, 14 (2023) 2, S.167-191 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eilola, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.2017308
Schlagwörter	Speech Acts; Pragmatics; Discourse Analysis; Adult Students; Second Language Learning; Second Language Instruction; Emergent Literacy; Adult Literacy; Classroom Communication; Nonverbal Communication; Finno Ugric Languages; Video Technology; Ethnography; Foreign Countries; Refugees; Cartoons; Literacy Education; Finland + Suchen Sie Ihr Suchwort? Sprechakt; Pragmalinguistik; Diskursanalyse; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Fremdsprachenunterricht; Frühleseunterricht; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Ethnografie; Ausland; Flüchtling; Zeichentrickfilm; Finnland
Abstract	Adopting the methods of multimodal conversation analysis, this study demonstrates that adult second language (L2) users with emergent literacy formulate requests as 'complex multimodal Gestalts' consisting prototypically of deictic or depictive gestures combined with gaze, situationally relevant material, and vocal or linguistic resources. The data obtained for this study are from classroom interactions and out-of-class service encounters that were conducted as part of pedagogical tasks in the context of integration training for adult L2 students with emergent literacy. The analysis shows how co-constructed request sequences typically involve multimodal negotiation in which the co-participants support L2 users to formulate requests that are understandable and that contribute to the progressivity of the interaction. The findings contribute to an understanding of practical requests as multimodal, context-sensitive, collaborative actions and underline the importance of this perspective especially from the view of L2 users with emergent literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01