Difference between revisions of "Lee2017b"
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|Author(s)=Josephine Lee | |Author(s)=Josephine Lee | ||
|Title=Multimodal turn allocation in ESL peer group discussions | |Title=Multimodal turn allocation in ESL peer group discussions | ||
| − | + | |Tag(s)=EMCA; ESL; Peer Interaction; Turn taking; Participation; | |
| − | |Tag(s)=EMCA; ESL; Peer Interaction; Turn taking; Participation | + | |Key=Lee2017b |
| − | |Key= | + | |Year=2017 |
| − | |Year= | + | |Language=English |
|Journal=Social Semiotics | |Journal=Social Semiotics | ||
| + | |Volume=27 | ||
| + | |Number=5 | ||
| + | |Pages=671-692 | ||
| + | |URL=http://dx.doi.org/10.1080/10350330.2016.1207353 | ||
| + | |DOI=10.1080/10350330.2016.1207353 | ||
|Abstract=This article reports on multimodal practices used by English as a Second Language students as they work to distribute primary speakership within their peer group discussions. Following Goodwin’s participation framework, the focus is on the embodied conducts of the non-talking recipients and their nonvocal displays of emerging speakership in peer discussions. Analyses of the non-primary speakers’ gaze, gestures, touch, and bodily conduct show that the students’ turn allocation practices embody their sensitivity to the spatial and visual field of co-participants, project changing participation frameworks, and achieve incremental coordination of speaker nomination. Explorations of such nonvocal behaviors lead to a detailed understanding of the students’ embodied participation frameworks and the visible processes through which the students claim or avoid speakership during peer group discussions. | |Abstract=This article reports on multimodal practices used by English as a Second Language students as they work to distribute primary speakership within their peer group discussions. Following Goodwin’s participation framework, the focus is on the embodied conducts of the non-talking recipients and their nonvocal displays of emerging speakership in peer discussions. Analyses of the non-primary speakers’ gaze, gestures, touch, and bodily conduct show that the students’ turn allocation practices embody their sensitivity to the spatial and visual field of co-participants, project changing participation frameworks, and achieve incremental coordination of speaker nomination. Explorations of such nonvocal behaviors lead to a detailed understanding of the students’ embodied participation frameworks and the visible processes through which the students claim or avoid speakership during peer group discussions. | ||
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Latest revision as of 09:00, 20 July 2018
| Lee2017b | |
|---|---|
| BibType | ARTICLE |
| Key | Lee2017b |
| Author(s) | Josephine Lee |
| Title | Multimodal turn allocation in ESL peer group discussions |
| Editor(s) | |
| Tag(s) | EMCA, ESL, Peer Interaction, Turn taking, Participation |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | Social Semiotics |
| Volume | 27 |
| Number | 5 |
| Pages | 671-692 |
| URL | Link |
| DOI | 10.1080/10350330.2016.1207353 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article reports on multimodal practices used by English as a Second Language students as they work to distribute primary speakership within their peer group discussions. Following Goodwin’s participation framework, the focus is on the embodied conducts of the non-talking recipients and their nonvocal displays of emerging speakership in peer discussions. Analyses of the non-primary speakers’ gaze, gestures, touch, and bodily conduct show that the students’ turn allocation practices embody their sensitivity to the spatial and visual field of co-participants, project changing participation frameworks, and achieve incremental coordination of speaker nomination. Explorations of such nonvocal behaviors lead to a detailed understanding of the students’ embodied participation frameworks and the visible processes through which the students claim or avoid speakership during peer group discussions.
Notes
