Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction
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Kirby Chazal
Abstract
This study examines interactions in French L2 university classroom discourse from a multimodal conversation analytic (CA) perspective. In these interactions, a teacher mobilizes students to respond, then evaluates and subsequently reveals their responses on digital slides as a ratification of correct responses. As the co-participants build a joint interactional history with this task, the teacher becomes increasingly more reliant on embodied orientations toward the computer displaying the slides, thereby helping to both manage and transition between sequences of interaction. The findings provide insights into how the multimodal management of pedagogical artifacts, such as digital slides, can work to mobilize, evaluate and create interactional space for students to respond in teacher-led interaction.
Abstract
This study examines interactions in French L2 university classroom discourse from a multimodal conversation analytic (CA) perspective. In these interactions, a teacher mobilizes students to respond, then evaluates and subsequently reveals their responses on digital slides as a ratification of correct responses. As the co-participants build a joint interactional history with this task, the teacher becomes increasingly more reliant on embodied orientations toward the computer displaying the slides, thereby helping to both manage and transition between sequences of interaction. The findings provide insights into how the multimodal management of pedagogical artifacts, such as digital slides, can work to mobilize, evaluate and create interactional space for students to respond in teacher-led interaction.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Chapter 1. Mobilizing others 1
- Chapter 2. Requesting here-and-now actions with two imperative formats in Korean interaction 19
- Chapter 3. Mobilizing for the next relevant action 47
- Chapter 4. Recruitments in French 83
- Chapter 5. Mobilizing student compliance 115
- Chapter 6. Linguistic structures emerging in the synchronization of a Pilates class 147
- Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction 175
- Chapter 8. Mobilizing others when you have little (recognizable) language 203
- Chapter 9. When emergencies are not urgent 229
- Chapter 10. Doing more than expected 253
- Appendix. Glossary of transcription conventions 279
- Index 283
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Chapter 1. Mobilizing others 1
- Chapter 2. Requesting here-and-now actions with two imperative formats in Korean interaction 19
- Chapter 3. Mobilizing for the next relevant action 47
- Chapter 4. Recruitments in French 83
- Chapter 5. Mobilizing student compliance 115
- Chapter 6. Linguistic structures emerging in the synchronization of a Pilates class 147
- Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction 175
- Chapter 8. Mobilizing others when you have little (recognizable) language 203
- Chapter 9. When emergencies are not urgent 229
- Chapter 10. Doing more than expected 253
- Appendix. Glossary of transcription conventions 279
- Index 283
