具有突发性读写能力的成人第二语言使用者的请求设计

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2023-04-03 DOI:10.1080/19463014.2021.2017308
Laura E. Eilola
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引用次数: 0

摘要

采用多模态会话分析的方法,本研究表明,具有突发性读写能力的成人第二语言(L2)使用者以“复杂的多模态格式塔”的形式表达请求,该格式塔由指示或描述手势的原型与凝视、情境相关材料和声音或语言资源相结合组成。本研究获得的数据来自课堂互动和课外服务,这些数据是在对具有突发性读写能力的成年第二语言学生进行整合训练的背景下作为教学任务的一部分进行的。分析表明,共同构建的请求序列通常涉及多模式协商,其中共同参与者支持第二语言用户制定可理解的请求,并有助于交互的递进性。研究结果有助于将实际需求理解为多模式、上下文敏感、协作行为,并强调了这一观点的重要性,特别是从具有新兴读写能力的二语使用者的角度来看。
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The design of requests by adult L2 users with emergent literacy
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.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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