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

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS Journal of Pragmatics Pub Date : 2024-09-11 DOI:10.1016/j.pragma.2024.08.002
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引用次数: 0

摘要

教学是一项高度复杂且依赖于情境的活动,需要教师根据具体的教学情境,有策略地运用身体资源。尤其是在小组巡视时,教师全身动作的协调性(或称移动性)对于教学指导是不可或缺的(Jakonen,2020 年),在小组巡视中,教师要监督和指导学生,组织任务活动,并参与社交谈话。本研究利用多模态会话分析,探讨了教师在长时间课桌互动中的移动,从走路扩展到靠在学生身边、弯腰、与学生坐在一起和跪在学生身边。分析表明,教师的移动是一种专业资源,可以巧妙地运用于创造教学机会,促进学生的任务参与。研究结果还揭示了学生是如何通过身体参与的相互展示,在顺序和时间上与教学保持一致的。总之,本研究希望通过对教师在小组巡视中吸引学生相互参与的微妙身体动作的精细分析,为教师的流动性提供进一步的见解。
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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.

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来源期刊
CiteScore
3.90
自引率
18.80%
发文量
219
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.
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