导航多模态集成:学习者在在线交互任务中调解语言和非语言转换

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2019-10-02 DOI:10.1017/S0958344019000132
J. Knight, M. Dooly, E. Barberá
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引用次数: 5

摘要

摘要随着屏幕交流在现代社会中发挥着前所未有的作用,对语言多模态方面的研究变得越来越重要(Liou,2011)。多模态已经从与计算机中介交际(CMC)相关的多个角度进行了探索,如其可供性和对语言学习者的影响,突出了其在第二语言习得(SLA)领域的相关性和重要性。由于CMC场景需要同时关注同伴和屏幕,学习者可以被视为“符号学的发起者和响应者”(Coffin&Donohue,2014)。研究人员越来越多地强调,需要从“语言”的关注转向对互动的更全面理解来分析这种情况(Flewitt,2008;Hampel和Hauck,2006年;Kress和van Leeuwen,2001年;Lamy,2006年)。沿着这些思路,本案例研究探讨了在在线对等音频会议活动中,任务完成的行为是如何在六个二人组(以及二人组中的个人)之间进行中介的。它借鉴了多模态(交互)动作分析的概念(Norris,20042006)和“符号发起者和响应者”的概念,通过分析录音、屏幕截图、日志文件、任务模拟和重建,研究了基于屏幕资源的符号中介。结果突出了任务完成过程中发生的口头和基于屏幕的启动和响应,这是一个框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks
Abstract Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
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