scholarly journals Meaning-making in online language learner interactions via desktop videoconferencing

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 305-325 ◽  
Author(s):  
H. Müge Satar
Keyword(s):  
Language Learning ◽  
Meaning Making ◽  
Interaction Analysis ◽  
Language Learner ◽  
The Body ◽  
Theoretical Frameworks ◽  
Case Study Methodology ◽  
Learning And Teaching ◽  
Desktop Videoconferencing ◽  
Learner Interactions

AbstractOnline language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014).1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.

scholarly journals Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 122-142 ◽  
Author(s):  
H. Müge Satar
Keyword(s):  
Language Learning ◽  
Social Presence ◽  
Eye Contact ◽  
Language Learner ◽  
Study Approach ◽  
Desktop Videoconferencing ◽  
Mutual Gaze ◽  
Efl Teacher ◽  
Multimodal Features ◽  
Learner Interactions

AbstractDesktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants’ perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

Quiltmakers’ meaning-making in Aotearoa New Zealand: Social interactions, embodied experiences and material mediation

2021 ◽  
Vol 12 (1) ◽  
pp. 51-78
Author(s):  
Linda Claire Warner ◽  
Pirita Seitamaa-Hakkarainen ◽  
Kai Hakkarainen
Keyword(s):  
New Zealand ◽  
Informal Learning ◽  
Meaning Making ◽  
Qualitative Content Analysis ◽  
Community Context ◽  
The Body ◽  
Learning And Teaching ◽  
Craft Knowledge ◽  
Aotearoa New Zealand ◽  
Embodied Experiences

The research study focuses on the phenomenon of informal learning and teaching, as it materializes through the quiltmakers’ engagement in idiosyncratic community practices. The present study considers the construction of craft knowledge from a sociocultural perspective, focusing on social and material mediation, and embodiment as a form of meaning-making for quiltmakers. The ethnographic data were collected from two quilting communities in Aotearoa New Zealand and in total 66 quilters volunteered to participate. The fieldwork extended over an eight-month period with data consisting of interviews, observations, fieldnotes and reflective diaries including the visualization of interactive happenings in situ. Chronological content logs were created, and data were analysed by qualitative content analysis. The primary interest was on the verbal (i.e. social), non-verbal (i.e. embodied) and material (inter)actions that were central to the quilters’ meaning-making processes. This praxis and process of informal learning usually make it invisible because it is a ubiquitous element embedded in the quilting community context. Identifying different aspects of multimodal making foregrounds how the quilters’ learning is socially interactive, with ‘hands on’ and ‘minds on’ processes tied to their bodily experiences and material world. This study demonstrates the significance of the ongoing communicative (inter)actions for meaning-making, highlighting the role of the body, mind and environment in shaping quilting practices and appropriating craft knowledge.

Planning for Future Inquiry

2018 ◽  
Vol 8 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Let Me Hear Your Body Talk: Experiencing the Word for Additional Language Development

2019 ◽  
Vol XIII (2) ◽  
pp. 111-138
Author(s):  
Garrett Scally
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Research Process ◽  
The Body ◽  
Embodied Experience ◽  
Ongoing Research ◽  
Written Responses ◽  
Learning And Teaching ◽  
Verbal Language ◽  
Doctoral Research

This article describes a research project created to investigate the application of theatre devising strategies to create a heightened awareness of non-verbal language and embodied experience of words in second language acquisition (SLA) learning and teaching. This is in response to the tendency in SLA teaching to lack an understanding of the importance and the potential of the body’s involvement in the process. Four workshops in Basel, Switzerland were designed and facilitated with adults from distinct cultural and linguistic backgrounds as part of my doctoral research from February-March 2013. I use data generated by an ethnographic approach to fieldwork by analysing interviews, written responses in the project blog (both by the participants and my own), and observations of responses from participants during the workshops. I discuss the theatrical activities used for this purpose reflecting on the possible effects on participants’ linguistic ability and awareness of their physicality as part of an ongoing research process. I draw on Bourdieu’s notion of linguistic habitus and Merleau-Ponty’s notion of the ‘body experiencing the world’ to provide a theoretical framework for analysing the processes of these workshops. These frameworks also support the development of a theatre practice to support SLA that I am tentatively calling “experiencing the word”. I propose that this approach better provides the pragmatic and social conditions, re-created and rehearsed through drama, needed in learning an additional language. This can be done by turning attention to language learning as an embodied experience.

Analisis Naratif Pada Proses Pembelajaran Bahasa Jepang di Perguruan Tinggi dan Pengaruhnya Terhadap Pilihan Masa Depan Pembelajar Setelah Lulus

2018 ◽  
Vol 1 (2) ◽  
pp. 105 ◽  
Author(s):  
Fatmawati Djafri
Keyword(s):  
Language Learning ◽  
Meaning Making ◽  
Educational Institution ◽  
Language Education ◽  
Theoretical Frameworks ◽  
L2 Motivational Self System ◽  
Inquiry Approach ◽  
Higher Educational ◽  
Japanese Learners ◽  
Motivational Changes

This study examines the significant factors constituted in the meaning-making process of Japanese learning in higher educational context. It employs narrative inquiry approach to investigate the process of motivational change among Japanese learners and how it has impacted on their future choices after graduating from university. Based on the analysis using theoretical frameworks of Dörnyei's L2 Motivational Self System and Norton's investment in language learning, this study found two types of motivational changes experienced by Japanese learners, namely the initial-confirmation/practical-development type and the initial-anxiety-withdrawal type. The result of this study proposes some key roles of Japanese department as a higher educational institution which plays in fostering global human resources and provides important insights into the development of Japanese language education in Indonesia.   

Planning for Future Inquiry

2020 ◽  
pp. 1-23
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals Gesture, meaning-making, and embodiment: Second language learning in an elementary classroom

2014 ◽  
Vol 5 (2) ◽  
pp. 227-250 ◽  
Author(s):  
Alessandro (Alex) Rosborough
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Practice ◽  
Second Language Learning ◽  
Meaning Making ◽  
Body Movement ◽  
Language Learner ◽  
Whole Body ◽  
Communication Task

Abstract The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embodying the communication task provided new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). Findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning- making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).

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