Chazal2020
| Chazal2020 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Chazal2020 |
| Author(s) | Kirby Chazal |
| Title | Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction |
| Editor(s) | Carmen Taleghani-Nikazm, Emma Betz, Peter Golato |
| Tag(s) | EMCA, Embodiment, Pedagogical artifacts, Classroom discourse, Digital slides, French, L2 instruction, IRE |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Pages | 175-201 |
| URL | Link |
| DOI | https://doi.org/10.1075/slsi.33.07cha |
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| Howpublished | |
| Book title | Mobilizing Others: Grammar and lexis within larger activities |
| Chapter | |
Abstract
This study examines interactions in French L2 university classroom discourse from a multimodal conversation analytic (CA) perspective. In these interactions, a teacher mobilizes students to respond, then evaluates and subsequently reveals their responses on digital slides as a ratification of correct responses. As the co-participants build a joint interactional history with this task, the teacher becomes increasingly more reliant on embodied orientations toward the computer displaying the slides, thereby helping to both manage and transition between sequences of interaction. The findings provide insights into how the multimodal management of pedagogical artifacts, such as digital slides, can work to mobilize, evaluate and create interactional space for students to respond in teacher-led interaction.
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