{"title":"英语课堂互动中的拔耳:一种追求学生反应的具体手段","authors":"Cheikhna Amar","doi":"10.1515/text-2020-0127","DOIUrl":null,"url":null,"abstract":"Abstract This paper describes one of the embodied resources language teachers use to pursue a response from students: placing one hand behind the ear in an Ear Cupping (EC) gesture. The data analyzed are taken from over 20 h of English as a Foreign Language (EFL) classroom interaction video-recorded at a Japanese university. The paper explores how teachers use EC to pursue a response in cases when a Second-Pair Part (SPP) contribution from the student(s) is sequentially and temporally delayed, missing or inapposite. The findings suggest that the use of the EC gesture to pursue a response demonstrates the teachers’ orientation toward a normative understanding that a question posed within the classroom should be answered, even when a specific respondent has not been nominated. The analysis therefore reveals that the gesture constitutes an embodied means of monitoring intersubjectivity and increasing engagement in large groups of language learners.","PeriodicalId":46455,"journal":{"name":"Text & Talk","volume":"42 1","pages":"779 - 799"},"PeriodicalIF":0.8000,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Ear cupping in EFL classroom interaction: an embodied means of pursuing students’ response\",\"authors\":\"Cheikhna Amar\",\"doi\":\"10.1515/text-2020-0127\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This paper describes one of the embodied resources language teachers use to pursue a response from students: placing one hand behind the ear in an Ear Cupping (EC) gesture. The data analyzed are taken from over 20 h of English as a Foreign Language (EFL) classroom interaction video-recorded at a Japanese university. The paper explores how teachers use EC to pursue a response in cases when a Second-Pair Part (SPP) contribution from the student(s) is sequentially and temporally delayed, missing or inapposite. The findings suggest that the use of the EC gesture to pursue a response demonstrates the teachers’ orientation toward a normative understanding that a question posed within the classroom should be answered, even when a specific respondent has not been nominated. The analysis therefore reveals that the gesture constitutes an embodied means of monitoring intersubjectivity and increasing engagement in large groups of language learners.\",\"PeriodicalId\":46455,\"journal\":{\"name\":\"Text & Talk\",\"volume\":\"42 1\",\"pages\":\"779 - 799\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2022-02-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Text & Talk\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1515/text-2020-0127\",\"RegionNum\":3,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Text & Talk","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1515/text-2020-0127","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}
Ear cupping in EFL classroom interaction: an embodied means of pursuing students’ response
Abstract This paper describes one of the embodied resources language teachers use to pursue a response from students: placing one hand behind the ear in an Ear Cupping (EC) gesture. The data analyzed are taken from over 20 h of English as a Foreign Language (EFL) classroom interaction video-recorded at a Japanese university. The paper explores how teachers use EC to pursue a response in cases when a Second-Pair Part (SPP) contribution from the student(s) is sequentially and temporally delayed, missing or inapposite. The findings suggest that the use of the EC gesture to pursue a response demonstrates the teachers’ orientation toward a normative understanding that a question posed within the classroom should be answered, even when a specific respondent has not been nominated. The analysis therefore reveals that the gesture constitutes an embodied means of monitoring intersubjectivity and increasing engagement in large groups of language learners.
期刊介绍:
Text & Talk (founded as TEXT in 1981) is an internationally recognized forum for interdisciplinary research in language, discourse, and communication studies, focusing, among other things, on the situational and historical nature of text/talk production; the cognitive and sociocultural processes of language practice/action; and participant-based structures of meaning negotiation and multimodal alignment. Text & Talk encourages critical debates on these and other relevant issues, spanning not only the theoretical and methodological dimensions of discourse but also their practical and socially relevant outcomes.