Amar2022a
| Amar2022a | |
|---|---|
| BibType | ARTICLE |
| Key | Amar2022a |
| Author(s) | Cheikhna Amar |
| Title | Ear cupping in EFL classroom interaction: an embodied means of pursuing students’ response |
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| Tag(s) | EMCA, Classroom Interaction, pursuing response |
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| Year | 2022 |
| Language | English |
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| Journal | Text & Talk |
| Volume | 42 |
| Number | 6 |
| Pages | 779-799 |
| URL | Link |
| DOI | https://doi.org/10.1515/text-2020-0127 |
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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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