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Face Issues in Second Language Teaching via Videoconferencing: The Role of the Smile as a Co-Verbal Semiotic Resource
- Source :
-
Research-publishing.net . 2021. - Publication Year :
- 2021
-
Abstract
- Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
Details
- Language :
- English
- Database :
- ERIC
- Journal :
- Research-publishing.net
- Publication Type :
- Conference
- Accession number :
- ED617963
- Document Type :
- Speeches/Meeting Papers<br />Reports - Research