A Conversation Analysis of EFL Teachers’ Gesture in Language Elicitation Stage
Using a Conversation Analytic (CA) method, this study explores English as a Foreign Language (EFL) teachers’ nonverbal gestures during the elicitation stage: when they elicit new words and language structures from students. In total, three hours of interactions between six EFL teachers and students...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/48232 |
| Acceso en línea: | http://hdl.handle.net/11441/48232 https://doi.org/10.12795/elia.2015.i15.04 |
| Access Level: | acceso abierto |
| Palabra clave: | Gesture Elicitation Conversation Analysis Classroom Interaction Gesto Elicitación Análisis de la Conversación Interacción en el Aula |
| Sumario: | Using a Conversation Analytic (CA) method, this study explores English as a Foreign Language (EFL) teachers’ nonverbal gestures during the elicitation stage: when they elicit new words and language structures from students. In total, three hours of interactions between six EFL teachers and students during the elicitation stage in six classes are recorded and then analyzed. The teachers’ gestures are categorized according to their functions, while the classroom speech exchange, in which the EFL teachers’ gestures are identified, is examined. An analysis reveals that 1) EFL teachers’ gestures serve many pedagogical and interactional functions: managing student behavior, regulating interaction, involving students, explaining language features, evaluating students’ responses, and showing EFL teachers’ expectations for students’ language production; 2) functions of EFL teachers’ gestures sequentially correspond to the students’ responses placed on the immediate preceding turns; and 3) students not only listen to what the EFL teacher says but also interpret and later react, both verbally and nonverbally, to the teachers’ gestures. |
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