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The Mechanics of Grammar: Theme and Rheme in Engineering Education (MOG TREE) Solution
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| 82 |
Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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| 83 |
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018)
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| 84 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
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| 85 |
Practical Applications for Corpora: The Role of Research-based Linguistics in Literacy & Education for the Tibetan Language ...
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| 86 |
Contrasting ideologies of foreign language learning in Japan: Hippo Family Club versus “traditional” education ...
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| 88 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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| 90 |
Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research
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In: Norouzian, Reza; & Eslami, Zohreh. (2016). Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/6d37n01g (2016)
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| 91 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ...
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| 93 |
Learning the language of academic engineering: Sociocognitive writing in graduate students
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In: Open Access Dissertations (2016)
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| 94 |
Review of selected research in applied linguistics published in Australia (2008-2014)
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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| 95 |
Being “in a Limbo”: Perceptions of Immigration, Identity and Adaptation of Immigrant Students in South Africa and the United States
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 96 |
Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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| 97 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 63-67 (2016) (2016)
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| 98 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
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Abstract:
Giving instructions for a classroom activity can be a tricky business in an English as a Foreign Language (EFL) classroom, especially when the students’ proficiency level is low and the instruction is composed of multiple steps. Teachers may depend on linguistic resources only so far as students can understand the words and grammar used, which limits the scope of verbal communication in giving instructions. When an instruction is composed of multiple steps, signaling when to carry out an individual component in the instruction may also require additional interactional work. Previous research on gesture in language classrooms has largely focused on gesture as a means to provide comprehensible input (e.g., Lazaraton, 2004; Taleghani-Nikazm, 2008) or its role in error correction (e.g., Muramoto, 1999). Gesture as a component of classroom management technique, e.g., regulating turn-taking traffic between a teacher’s instruction-giving and students’ response production, has rarely been discussed in the literature so far. This short analysis illustrates one way through which two co-teachers signal the completion of instruction-giving and elicit students’ response to the instruction (i.e., compliance). It will be shown that co-teachers’ simultaneous gesturing, with or without accompanying verbal instruction, adds clarity to the instruction as something to be responded to immediately. In other words, when co-teachers produce the same gesture simultaneously, students tend to take it as a signal to carry out the instructed action.
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Keyword:
Applied linguistics; Coordinated Gestures; Education; EFL; English as a Foreign Language; English language; Gesture; Language acquisition; P118-118.7; PE1-3729; Students; Teaching
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URL: https://doaj.org/article/054be02ab31447b89033c48a406153ea
https://doi.org/10.7916/D82C04TV
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| 100 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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