Matching gestures: Teachers’ repetitions of students’ gestures in second language learning classrooms
2015 (English)In: Journal of Pragmatics, ISSN 0378-2166, Vol. 76, no 1, 30-45 p.Article in journal (Refereed) Published
This study is about teachers’ responsive matching gestures in small instructing/learning projects in Swedish as a second language classes. Matching gestures are those gestures that are similar, if not identical, to those in the prior turns-at-talk. The focus of this study is on the repeated gestures, which are used, among other practical purposes, as teaching devices. They are examined in different sequence types such as correction, reformulation and explanation sequences. The data used for this study is a collection of excerpts extracted from the video recordings of teacher-student conversations. An ethnomethodological / conversation analytic framework is adapted for examining the phenomenon. The multimodal analysis of the excerpts shows that matching gestures in language learning situations have a double function. They are used for maintaining and sustaining intersubjectivity, and also for constructing teachable moments as well as learning opportunities. They are used as tying devices to connect teachers’ actions to the students’ prior actions, and are resources for the display of interactive coengagements and strong co-participations. Moreover, matching gestures are used as teaching devices indicating lapses in the competence of the students demonstrated in their verbal productions. The teachers employ matching gestures along with some verbal affiliates, when the matching gestures are crucial parts of the teachers’ contributions foregrounding the verbal forms as substitutes or remedial proposal for (enhancing) the students’ utterances. That is, matching gestures are used in second language learning situations for proffering learnables through highlighting an alternative way of telling and exhibiting in that language.
Place, publisher, year, edition, pages
Elsevier, 2015. Vol. 76, no 1, 30-45 p.
Conversation Analysis, Ethnomethodology, Multimodal interaction analysis, Matching gestures, Second language learning, Students’ gestures, Teachers’ responses
Jämförande språkvetenskap och lingvistik Tvärvetenskapliga studier Lärande
IdentifiersURN: urn:nbn:se:liu:diva-104918DOI: 10.1016/j.pragma.2014.11.006ISI: 000349268900003OAI: oai:DiVA.org:liu-104918DiVA: diva2:700069
On the day of the defence date the status of this article was Manuscript.2014-03-032014-03-032015-03-10Bibliographically approved