Instructional Use of Multimodal Resources in Explanations During a Scientific Café
| Autor: | Polo, Claire, Lund, Kristine, Coletta, J.-M. |
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| Přispěvatelé: | ICAR, Référent HAL, Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), LInguistique et DIdactique des Langues Étrangères et Maternelles (LIDILEM ), Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS) |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: | |
| Zdroj: | Conférence de la Société Internationale pour l'Etude des Gestes (ISGS) Conférence de la Société Internationale pour l'Etude des Gestes (ISGS), Jul 2016, Paris, France |
| Popis: | International audience; Introduction The multimodal practice of teaching was studied as a combination either of semiotic modes (e. g. Lund, Bécu-Robinault, 2013) or of speech and gesture (Alibali, et al., 2014, Goldin-Meadow, 2004, Valenzeno, Alibali, Klatzky, 2003). Studies focusing on explanatory skills show that this combination get more complex as a child grows (Colletta & Pellenq, 2005), and may vary depending on the interactional setting (Mazur-Palandre, Colletta, Lund, 2014). A common pedagogical practice consists in asking a tutor student to explain something to younger students. Nevertheless, how these students manage to do so in an authentic setting is still unstudied. This paper explores this issue on the basis of videotaped explanations elaborated by senior students for freshmen.Data and research questionsThe pedagogical setting is an extracurricular activity, held in the USA and France, led by senior students for junior students. It is based on a multiple‐choice questionnaire, and alternates class and group discussion, and ‘knowledge questions’ (KQ), and debate questions. For KQ, the leader student has to explain the correct answer, with the help of an information slide. We here study this specific task, comparing, for two KQ, three American and two French female leader students. Two research questions guide our work: 1) how do these senior students use multimodal resources to manage with the task? ; 2) what are the didactical effects of their strategies? We focus on three multimodal resources: leaders’ speech, their gestures, and the use of the slide. We also consider their body and head orientation to define their attention focus.Methodology: analytical stepsWe first characterize the use of multimodal resources for each explanatory sequence. We investigate three aspects: a) attention focus; b) amount of referential gestures; c) use of gestures serving other aspects of the management of the interaction. We then define a typology of multimodal profiles.Our second step focuses on the didactical effects of the identified multimodal strategies. It consists of an inventory of the information provided in each of the 10 sequences, comparing what is provided on the slide, what is added through leaders’ speech, and what appears in their gestures.First results and significance Most of the leaders alternate their attention focus between the screen and the audience. Attention to the screen is associated with pointing gestures and attention to the audience is associated with representational gestures. Our second analytical step, still in progress, already gives evidence of the large didactical work of the leaders, who provide a lot of information that is not on the slide. By the time of the conference, we will be able to assess the didactical value of their multimodal strategies, which can be useful to improve teachers’ training. |
| Databáze: | OpenAIRE |
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