{"title":"教师在针对年轻 EFL 学习者的小组教学活动中的移动性:促进学生参与任务的体现性资源","authors":"","doi":"10.1016/j.pragma.2024.08.002","DOIUrl":null,"url":null,"abstract":"<div><p>Teaching is a highly complex and context-dependent activity that requires teachers’ strategic employment of embodied resources tailored to the specific instructional contexts. Particularly, the coordination of teachers’ whole-body movements, or <em>mobility</em>, becomes indispensable for instructions during small-group rounds (Jakonen, 2020), where teachers monitor and guide students, organize on-task activity, and engage in social talk. Drawing upon multimodal conversation analysis, the present study explores teacher movement, extending beyond walking to encompass leaning in, bending over, sitting with, and kneeling next to students, during a prolonged desk interaction. The analysis demonstrates how mobility is a professional resource that can be skillfully deployed in creating pedagogical opportunities that promote students’ task engagement. The findings also reveal how students respond through mutual displays of bodily engagement that are sequentially and temporally aligning to the instruction. Overall, the study hopes to offer further insights into teacher mobility through fine-grained analysis of subtle bodily movements that engenders mutual student engagement during small-group rounds.</p></div>","PeriodicalId":16899,"journal":{"name":"Journal of Pragmatics","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher mobility during small-group instructional rounds for young EFL learners: An embodied resource to promote students' task engagement\",\"authors\":\"\",\"doi\":\"10.1016/j.pragma.2024.08.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Teaching is a highly complex and context-dependent activity that requires teachers’ strategic employment of embodied resources tailored to the specific instructional contexts. Particularly, the coordination of teachers’ whole-body movements, or <em>mobility</em>, becomes indispensable for instructions during small-group rounds (Jakonen, 2020), where teachers monitor and guide students, organize on-task activity, and engage in social talk. Drawing upon multimodal conversation analysis, the present study explores teacher movement, extending beyond walking to encompass leaning in, bending over, sitting with, and kneeling next to students, during a prolonged desk interaction. The analysis demonstrates how mobility is a professional resource that can be skillfully deployed in creating pedagogical opportunities that promote students’ task engagement. The findings also reveal how students respond through mutual displays of bodily engagement that are sequentially and temporally aligning to the instruction. Overall, the study hopes to offer further insights into teacher mobility through fine-grained analysis of subtle bodily movements that engenders mutual student engagement during small-group rounds.</p></div>\",\"PeriodicalId\":16899,\"journal\":{\"name\":\"Journal of Pragmatics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-09-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Pragmatics\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S037821662400153X\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pragmatics","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S037821662400153X","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Teacher mobility during small-group instructional rounds for young EFL learners: An embodied resource to promote students' task engagement
Teaching is a highly complex and context-dependent activity that requires teachers’ strategic employment of embodied resources tailored to the specific instructional contexts. Particularly, the coordination of teachers’ whole-body movements, or mobility, becomes indispensable for instructions during small-group rounds (Jakonen, 2020), where teachers monitor and guide students, organize on-task activity, and engage in social talk. Drawing upon multimodal conversation analysis, the present study explores teacher movement, extending beyond walking to encompass leaning in, bending over, sitting with, and kneeling next to students, during a prolonged desk interaction. The analysis demonstrates how mobility is a professional resource that can be skillfully deployed in creating pedagogical opportunities that promote students’ task engagement. The findings also reveal how students respond through mutual displays of bodily engagement that are sequentially and temporally aligning to the instruction. Overall, the study hopes to offer further insights into teacher mobility through fine-grained analysis of subtle bodily movements that engenders mutual student engagement during small-group rounds.
期刊介绍:
Since 1977, the Journal of Pragmatics has provided a forum for bringing together a wide range of research in pragmatics, including cognitive pragmatics, corpus pragmatics, experimental pragmatics, historical pragmatics, interpersonal pragmatics, multimodal pragmatics, sociopragmatics, theoretical pragmatics and related fields. Our aim is to publish innovative pragmatic scholarship from all perspectives, which contributes to theories of how speakers produce and interpret language in different contexts drawing on attested data from a wide range of languages/cultures in different parts of the world. The Journal of Pragmatics also encourages work that uses attested language data to explore the relationship between pragmatics and neighbouring research areas such as semantics, discourse analysis, conversation analysis and ethnomethodology, interactional linguistics, sociolinguistics, linguistic anthropology, media studies, psychology, sociology, and the philosophy of language. Alongside full-length articles, discussion notes and book reviews, the journal welcomes proposals for high quality special issues in all areas of pragmatics which make a significant contribution to a topical or developing area at the cutting-edge of research.