Difference between revisions of "Seo2021"
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|Volume=12 | |Volume=12 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=44–56 |
| − | | | + | |URL=https://jltr.academypublication.com/index.php/jltr/article/view/766 |
| − | |Abstract=Focusing on word search sequences initiated by ESL learners in conversation tutoring, this study | + | |DOI=10.17507/jltr.1201.05 |
| − | examines how the participants use gestures in order to facilitate language learning as well as mutual | + | |Abstract=Focusing on word search sequences initiated by ESL learners in conversation tutoring, this study examines how the participants use gestures in order to facilitate language learning as well as mutual understanding. Adopting the methodological framework of Conversation Analysis, it analyzes two particular sequential contexts: (a) when a tutee uses gestures without a candidate solution to her/his word search, directly soliciting the tutor’s co-participation; and (b) when a tutee uses gestures with a candidate solution to her/his word search but there is mismatch between the candidate solution and the accompanying gesture. A fine-grained analysis of the participants’ moment-by-moment verbal and nonverbal actions reveals that gestures create multimodally enhanced opportunities for language learning by allowing the tutor to offer lexical items that are new or unfamiliar to the tutee and/or to provide corrective feedback on the lexical errors. The findings from this study offer implications for the role of gesture in L2 learning and for some of the key concepts in second language acquisition such as output, corrective feedback, and communication strategies. |
| − | understanding. Adopting the methodological framework of Conversation Analysis, it analyzes two particular | ||
| − | sequential contexts: (a) when a tutee uses gestures without a candidate solution to her/his word search, directly | ||
| − | soliciting the tutor’s co-participation; and (b) when a tutee uses gestures with a candidate solution to her/his | ||
| − | word search but there is mismatch between the candidate solution and the accompanying gesture. A | ||
| − | create multimodally enhanced opportunities for language learning by allowing the tutor to offer lexical items | ||
| − | that are new or unfamiliar to the tutee and/or to provide corrective feedback on the lexical errors. The | ||
| − | findings from this study offer implications for the role of gesture in L2 learning and for some of the key | ||
| − | concepts in second language acquisition such as output, corrective feedback, and communication strategies. | ||
}} | }} | ||
Latest revision as of 05:58, 26 August 2021
| Seo2021 | |
|---|---|
| BibType | ARTICLE |
| Key | Seo2021 |
| Author(s) | Mi-Suk Seo |
| Title | Multimodally Enhanced Opportunities for
Language Learning: Gestures Used in Word Search Sequences in ESL Tutoring |
| Editor(s) | |
| Tag(s) | EMCA, Gesture, Word search, Second language learning, ESL tutoring, Tutoring |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Language Teaching and Research |
| Volume | 12 |
| Number | 1 |
| Pages | 44–56 |
| URL | Link |
| DOI | 10.17507/jltr.1201.05 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Focusing on word search sequences initiated by ESL learners in conversation tutoring, this study examines how the participants use gestures in order to facilitate language learning as well as mutual understanding. Adopting the methodological framework of Conversation Analysis, it analyzes two particular sequential contexts: (a) when a tutee uses gestures without a candidate solution to her/his word search, directly soliciting the tutor’s co-participation; and (b) when a tutee uses gestures with a candidate solution to her/his word search but there is mismatch between the candidate solution and the accompanying gesture. A fine-grained analysis of the participants’ moment-by-moment verbal and nonverbal actions reveals that gestures create multimodally enhanced opportunities for language learning by allowing the tutor to offer lexical items that are new or unfamiliar to the tutee and/or to provide corrective feedback on the lexical errors. The findings from this study offer implications for the role of gesture in L2 learning and for some of the key concepts in second language acquisition such as output, corrective feedback, and communication strategies.
Notes
