Park2017a

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Park2017a
BibType ARTICLE
Key Park2017a
Author(s) Jaeuk Park
Title Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)
Editor(s)
Tag(s) EMCA, Multimodality, Teachers, Learning, Classroom
Publisher
Year 2017
Language English
City
Month
Journal Eurasian Journal of Applied Linguistics
Volume 3
Number 2
Pages 121-138
URL Link
DOI
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This paper of action research discusses the emergent progress of multimodality in the classroom interaction. Despite the pivotal role of multimodality in interaction in the foreign language classroom, little attention has been paid to how embodied behaviours are used as a resource by students in relation to Classroom Interactional Competence (CIC). The study, therefore, aims to assess how multimodality influences learning from learner’s perspectives. The data for this study is based on the video-recording of an English grammar lesson for adult learners. Drawing on a Conversation Analysis (CA) approach to look into the interactional unfolding of multimodal behaviours, this study uncovered the potential impact of multimodality on interaction in a foreign language classroom. The findings have significant implications for research on CIC and language teacher education.

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