Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom,The Modern Language Journal

当前位置： X-MOL 学术 › Mod. Lang. J. › 论文详情

Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom
The Modern Language Journal ( IF 4.7 ) Pub Date : 2024-02-20 , DOI: 10.1111/modl.12910
Jaume Batlle Rodríguez ₁ , Natalia Evnitskaya ₂

Affiliation

In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish-as-a-foreign-language teachers multimodally manage delegated peer repair in whole-group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.

中文翻译：

教师委托同伴修复的多模态资源：外语课堂全班互动的互动空间最大化

在课堂上，教师在管理学生的参与方面发挥着基础作用。作为课堂互动能力的一部分，以最大化学生学习的互动空间，教师使用多模式资源来编排轮流、分配下一个发言者并管理修复顺序。然而，人们对教师如何利用这些资源让学习者参与委托同伴修复（即由学生发起并由另一位同学解决的修复序列）知之甚少。本研究采用多模态对话分析方法，旨在探讨西班牙语教师如何通过增加互动空间来促进学生参与，以多模态方式管理全组互动中的委托同伴修复。研究结果表明，教师经常利用凝视、手势（指向）、手和身体动作（后退）等具体资源来让学生参与委托同伴修复，从而提高学生的参与度和自主性。最后，我们对所采用方法的相关性进行了一些反思，以更好地理解教师如何利用多模式资源来创造互动空间并让学生参与委托同伴修复，从而提高学习者的外语互动能力。它还对教师专业发展提出了一些潜在的影响。

更新日期：2024-02-20

点击分享查看原文

点击收藏

阅读更多本刊新发论文