Difference between revisions of "Taleghani-Nikazm2015"
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|Title=Multimodality and coordinated participation in L2 interaction: A conversation-analytic perspective | |Title=Multimodality and coordinated participation in L2 interaction: A conversation-analytic perspective | ||
|Editor(s)=Dale A. Koike; Carl S. Blyth | |Editor(s)=Dale A. Koike; Carl S. Blyth | ||
| − | |Tag(s)=EMCA; L2; Basic Resources; | + | |Tag(s)=EMCA; L2; Basic Resources; |
|Key=Taleghani-Nikazm2015 | |Key=Taleghani-Nikazm2015 | ||
| + | |Publisher=John Benjamins | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
| + | |Address=Amsterdam | ||
|Booktitle=Dialogue in Multilingual and Multimodal Communities | |Booktitle=Dialogue in Multilingual and Multimodal Communities | ||
| − | |Pages= | + | |Pages=79–103 |
| − | |URL=https://benjamins.com/ | + | |URL=https://benjamins.com/catalog/ds.27.03tal |
|DOI=10.1075/ds.27.03tal | |DOI=10.1075/ds.27.03tal | ||
|Series=Dialogue Studies | |Series=Dialogue Studies | ||
|Abstract=This study focuses on video-recorded language and bodily conduct (gesture, gaze and body posture) of L2 speakers in naturalistic conversations. Taking a conversation analytical approach, the chapter explores the details of ways L2 speakers manage talk, accomplish social actions and maintain intersubjectivity in non-institutional conversation. The chapter describes how L2 speakers systematically mobilize various modalities (e.g. talk, gaze, prosody, gesture), to constitute and coordinate a coherent course of action. In addition, the study illustrates how L2 speakers, while engaged in multiple repair practices, display via vocal resources (e.g. syntax, vocabulary, prosody) and embodied resources (e.g. gesture, gaze, body posture) their understanding of the nature of the problem and signal their orientation as L2 learners and members of a learners’ community. | |Abstract=This study focuses on video-recorded language and bodily conduct (gesture, gaze and body posture) of L2 speakers in naturalistic conversations. Taking a conversation analytical approach, the chapter explores the details of ways L2 speakers manage talk, accomplish social actions and maintain intersubjectivity in non-institutional conversation. The chapter describes how L2 speakers systematically mobilize various modalities (e.g. talk, gaze, prosody, gesture), to constitute and coordinate a coherent course of action. In addition, the study illustrates how L2 speakers, while engaged in multiple repair practices, display via vocal resources (e.g. syntax, vocabulary, prosody) and embodied resources (e.g. gesture, gaze, body posture) their understanding of the nature of the problem and signal their orientation as L2 learners and members of a learners’ community. | ||
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}} | }} | ||
Latest revision as of 11:47, 13 December 2019
| Taleghani-Nikazm2015 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Taleghani-Nikazm2015 |
| Author(s) | Carmen Taleghani-Nikazm |
| Title | Multimodality and coordinated participation in L2 interaction: A conversation-analytic perspective |
| Editor(s) | Dale A. Koike, Carl S. Blyth |
| Tag(s) | EMCA, L2, Basic Resources |
| Publisher | John Benjamins |
| Year | 2015 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 79–103 |
| URL | Link |
| DOI | 10.1075/ds.27.03tal |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | Dialogue Studies |
| Howpublished | |
| Book title | Dialogue in Multilingual and Multimodal Communities |
| Chapter | |
Abstract
This study focuses on video-recorded language and bodily conduct (gesture, gaze and body posture) of L2 speakers in naturalistic conversations. Taking a conversation analytical approach, the chapter explores the details of ways L2 speakers manage talk, accomplish social actions and maintain intersubjectivity in non-institutional conversation. The chapter describes how L2 speakers systematically mobilize various modalities (e.g. talk, gaze, prosody, gesture), to constitute and coordinate a coherent course of action. In addition, the study illustrates how L2 speakers, while engaged in multiple repair practices, display via vocal resources (e.g. syntax, vocabulary, prosody) and embodied resources (e.g. gesture, gaze, body posture) their understanding of the nature of the problem and signal their orientation as L2 learners and members of a learners’ community.
Notes
