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Instruction Giving in Online Language Lessons: A Multimodal (Inter)action Analysis [Kõva köide]

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  • Formaat: Hardback, 176 pages, kõrgus x laius: 216x138 mm, kaal: 335 g, 12 Tables, black and white; 1 Line drawings, black and white; 29 Halftones, black and white; 30 Illustrations, black and white
  • Sari: Routledge Focus on Applied Linguistics
  • Ilmumisaeg: 20-Apr-2023
  • Kirjastus: Routledge
  • ISBN-10: 103222794X
  • ISBN-13: 9781032227948
Teised raamatud teemal:
Instruction Giving in Online Language Lessons: A Multimodal (Inter)action AnalysisSuurem pilt
  • Formaat: Hardback, 176 pages, kõrgus x laius: 216x138 mm, kaal: 335 g, 12 Tables, black and white; 1 Line drawings, black and white; 29 Halftones, black and white; 30 Illustrations, black and white
  • Sari: Routledge Focus on Applied Linguistics
  • Ilmumisaeg: 20-Apr-2023
  • Kirjastus: Routledge
  • ISBN-10: 103222794X
  • ISBN-13: 9781032227948
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032227948.html
Märksõnad:

This concise volume calls attention to the instruction-giving practices of language teachers in online environments, in particular videoconferencing, employing a Multimodal (Inter)action Analysis approach to explore the challenges, affordances, and pedagogical implications of teaching in these settings.

The book examines the unique competences necessary for language teachers in multimodal synchronous online environments, which require mediating a mix of modes, including spoken language gaze, gesture, posture, and textual elements. Satar and Wigham's innovative approach draws on Sigrid Norris's work on Multimodal (Inter)action Analysis to examine variance in practices, combining in-depth micro-analytic analysis of mediation with a consideration of the modal density and complexity in the act of giving instructions. The volume shows how studying instruction giving can offer a better understanding of how online teachers mediate learning multimodally in electronic environments but also research-informed guidance for practical implementation in the classroom.

This book is a valuable resource for scholars in applied linguistics, language education, and language learning and teaching as well as practicing online language teachers.

Full-size versions of all Figures, Extracts, and Tables are available in colour at https://doi.org/10.25405/data.ncl.20315142



This concise volume calls attention to the instruction-giving practices of language teachers in online environments, in particular videoconferencing, employing a Multimodal (Inter)action Analysis approach to explore the challenges, affordances, and pedagogical implications of teaching in these settings.

Acknowledgements xi
Preface and introduction xii
1 Online language teaching and giving task instructions
1(12)
1.1 Online language teaching as a semio-pedagogical activity
1(3)
1.2 What are instructions and why are they important in task-based multimodal online language teaching?
4(2)
1.3 Previous studies that set the ground work
6(2)
1.4 Research gap
8(1)
1.5
Chapter summary
9(4)
2 Methods
13(12)
2.1 Context
13(4)
2.1.1 Participants
13(1)
2.1.2 Pedagogical organisation
14(1)
2.1.3 Data collection procedures
15(2)
2.2 Methodological framework
17(5)
2.2.1 Grounded Theory
17(1)
2.2.2 Multimodal (Inter)action Analysis (MIA)
17(1)
2.2.2.1 Mediated actions and communication modes
18(1)
2.2.2.2 Site of engagement
18(1)
2.2.2.3 Modal configuration, modal density, and attention/awareness continuum
18(2)
2.2.3 Operationalising Multimodal (Inter)action Analysis (MIA)
20(2)
2.3
Chapter summary
22(3)
3 Task repetition: do teachers' instructions change when they repeat the same lesson with different learners?
25(36)
3.1 Task repetition: higher-level actions in task instructions-as-process
26(6)
3.2 Task repetition: lower-level actions in task instructions-as-process
32(22)
3.2.1 Sustained and central hand gestures following learners' lack of understanding
34(6)
3.2.2 Same gestures or same type of gestures in both iterations
40(1)
3.2.2.1 Communicating key task information: there is student A and B
40(2)
3.2.2.2 Communicating key task information: different information
42(2)
3.2.3 Alignment of the teacher's spoken language, gesture, gaze, and posture with the layout mode
44(4)
3.2.4 Signalling removal from interaction in the proxemics/posture mode
48(1)
3.2.5 Bimodal instruction giving in the modes of spoken language and print
49(2)
3.2.6 Site of engagement and semiotic misalignment: layout, webcam framing, gaze patterns
51(3)
3.3 Modal configuration and modal density
54(3)
3.4 Semiotic misalignment and modal density misalignment
57(1)
3.5
Chapter summary
58(3)
4 Number of learners: do teachers' instructions change when they repeat the same lesson with only one learner?
61(38)
4.1 Number of learners: site of engagement
62(2)
4.2 Number of learners: higher-level actions in task instructions-as-process
64(4)
4.3 Number of learners: lower-level actions in task instructions-as-process
68(20)
4.3.1 Multimodal composition of similar higher-level actions prior to launching the task with different number of learners
69(5)
4.3.2 Multimodal composition of managing resources with different number of learners
74(14)
4.4 Modal configuration and modal density misalignment: managing resources
88(9)
4.5
Chapter summary
97(2)
5 Task type: do teachers' instructions change when they give instructions for a different type of task?
99(42)
5.1 Divergent task micro-tasks: task-as-workplan versus task-as-process
100(3)
5.2 Teacher perspectives on the impact of task type on their instruction-giving behaviour
103(1)
5.3 Comparison of higher-level actions used in convergent and divergent tasks
104(12)
5.4 Multimodal configuration of higher-level actions and lower-level actions in different task types
116(19)
5.4.1 Sarah's multimodal composition of higher-level actions and lower-level actions
116(6)
5.4.2 Karen's multimodal composition of higher-level actions and lower-level actions
122(2)
5.4.3 Craig's multimodal composition of higher-level actions and lower-level actions
124(3)
5.4.4 Modes, modal configurations, and modal density
127(8)
5.5 New higher-level actions observed in the divergent task for managing resources
135(5)
5.6
Chapter summary
140(1)
6 Contributions, pedagogical reflections, and future perspectives
141(24)
6.1 Contributions to methodology and knowledge
142(3)
6.2 Instruction giving and task repetition
145(2)
6.3 Instruction giving and number of learners
147(2)
6.4 Instruction giving and task type
149(2)
6.5 A heuristic framework of higher-level actions in task instructions-as-process
151(2)
6.6 Pedagogical reflections for language teachers
153(5)
6.6.1 Managing electronic resources
153(1)
6.6.2 Managing semiotic resources
154(1)
6.6.3 Instructions-as-workplan in light of our findings
155(3)
6.7 Limitations and future research
158(1)
6.8 Final thoughts
159(6)
Appendices
165(6)
Appendix 1 Information-gap task
167(2)
Appendix 2 Opinion-exchange task
169(1)
Appendix 3 Semi-structured interview guide
170(1)
Index 171
Mü ge Satar is Reader in Applied Linguistics at Newcastle University, UK. She is interested in communicative and pedagogical aspects of multimodal interaction for online language learning and teaching, focusing on social presence and meaning-making. She is the co-editor of the Journal of Virtual Exchange and General Council member of UNICollaboration.

Ciara R. Wigham is Senior Lecturer in English Language Teaching at Université Clermont Auvergne . Her research interests include multimodal pedagogical communication in online language learning, teacher education in computer-assisted language learning, and methodologies for multimodal CMC corpora. She is a member of the the Activité, Connaissance, Transmission, éducation research laboratory.