{"title":"视频会议教学中的面部问题:微笑作为共同语言符号学资源的作用","authors":"Agnès Pétillat, A. Foucher, Ciara R. Wigham","doi":"10.14705/rpnet.2021.54.1341","DOIUrl":null,"url":null,"abstract":"Synchronous online language teaching involves the simultaneous\n employment of a range of techno-semio-pedagogical competences (Guichon,\n 2012). Indeed, given their flexibility and versatility, digital tools and\n the Internet can render teacher-student interactions dynamic. Among the\n necessary professional skills and strategies for online synchronous\n teaching, this paper focuses on the specific dimensions of affective\n competences and the social need to maintain a climate of comfort during\n one-to-one online tutoring interactions. We focus on a particular social\n phenomenon that is strongly linked to emotions – facework (Goffman, 1967).\n Applied to computer assisted language learning, we analyse how this social\n practice unfolds in an interactional environment where the perception of the\n other is mediated by a videoconferencing platform. We noted four different\n types of facework triggering situations: lexical breakdowns, private\n anecdote tellings, overlaps, and interruption of learner reflection time.\n Our multimodal analysis of facework reveals the frequent use of the smile as\n a mimicry semiotic resource and highlights the phenomenon of interactional\n synchrony.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Face issues in second language teaching via videoconferencing: the role\\n of the smile as a co-verbal semiotic resource\",\"authors\":\"Agnès Pétillat, A. Foucher, Ciara R. Wigham\",\"doi\":\"10.14705/rpnet.2021.54.1341\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Synchronous online language teaching involves the simultaneous\\n employment of a range of techno-semio-pedagogical competences (Guichon,\\n 2012). Indeed, given their flexibility and versatility, digital tools and\\n the Internet can render teacher-student interactions dynamic. Among the\\n necessary professional skills and strategies for online synchronous\\n teaching, this paper focuses on the specific dimensions of affective\\n competences and the social need to maintain a climate of comfort during\\n one-to-one online tutoring interactions. We focus on a particular social\\n phenomenon that is strongly linked to emotions – facework (Goffman, 1967).\\n Applied to computer assisted language learning, we analyse how this social\\n practice unfolds in an interactional environment where the perception of the\\n other is mediated by a videoconferencing platform. We noted four different\\n types of facework triggering situations: lexical breakdowns, private\\n anecdote tellings, overlaps, and interruption of learner reflection time.\\n Our multimodal analysis of facework reveals the frequent use of the smile as\\n a mimicry semiotic resource and highlights the phenomenon of interactional\\n synchrony.\",\"PeriodicalId\":350173,\"journal\":{\"name\":\"CALL and professionalisation: short papers from EUROCALL 2021\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"CALL and professionalisation: short papers from EUROCALL 2021\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14705/rpnet.2021.54.1341\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"CALL and professionalisation: short papers from EUROCALL 2021","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14705/rpnet.2021.54.1341","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Face issues in second language teaching via videoconferencing: the role
of the smile as a co-verbal semiotic resource
Synchronous online language teaching involves the simultaneous
employment of a range of techno-semio-pedagogical competences (Guichon,
2012). Indeed, given their flexibility and versatility, digital tools and
the Internet can render teacher-student interactions dynamic. Among the
necessary professional skills and strategies for online synchronous
teaching, this paper focuses on the specific dimensions of affective
competences and the social need to maintain a climate of comfort during
one-to-one online tutoring interactions. We focus on a particular social
phenomenon that is strongly linked to emotions – facework (Goffman, 1967).
Applied to computer assisted language learning, we analyse how this social
practice unfolds in an interactional environment where the perception of the
other is mediated by a videoconferencing platform. We noted four different
types of facework triggering situations: lexical breakdowns, private
anecdote tellings, overlaps, and interruption of learner reflection time.
Our multimodal analysis of facework reveals the frequent use of the smile as
a mimicry semiotic resource and highlights the phenomenon of interactional
synchrony.