英语课堂互动中的拔耳:一种追求学生反应的具体手段

IF 0.8 3区 文学 Q3 COMMUNICATION Text & Talk Pub Date : 2022-02-23 DOI:10.1515/text-2020-0127
Cheikhna Amar
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引用次数: 0

摘要

摘要本文描述了语言教师用来追求学生回应的具体化资源之一:将一只手放在耳后做耳罐(ear Cupping, EC)手势。所分析的数据取自日本一所大学20多小时的英语课堂互动视频。本文探讨了当学生的第二对部分(SPP)的贡献顺序和时间延迟、缺失或不恰当时,教师如何使用电子商务来寻求回应。研究结果表明,使用EC手势来寻求回答表明教师倾向于一种规范的理解,即课堂上提出的问题应该得到回答,即使没有指定特定的被调查者。因此,分析表明,手势构成了监测主体间性和增加大量语言学习者参与的具体手段。
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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.
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来源期刊
Text & Talk
Text & Talk Multiple-
CiteScore
1.70
自引率
16.70%
发文量
70
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.
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