東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Gesture in Multimodal Language Learn...

Lee, Helen.

FindBook

Google Book

Amazon

博客來

Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices./
作者:	Lee, Helen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	276 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28018132
ISBN:	9798641316468

Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices.
Lee, Helen.

Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 276 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Open University (United Kingdom), 2020.

This item must not be sold to any third party vendors.

This thesis focuses on how adult English language learners exploit and experience gesture while communicating with one another via mobile technologies. Mobiles create opportunities for multimodal language learning beyond the classroom (Kukulska-Hulme et al., 2017), however, modes such as gesture are mediated and transformed by technology in complex ways (Hampel & Stickler, 2012). In a small-scale qualitative study, learners from a range of nationalities who were studying on language programmes in the UK were connected in dyads via Skype videoconferencing (VC) in order to complete information gap tasks using tablets, 2-in-1 devices, and smartphones. These communicative tasks had been intentionally designed around a diversity of informal 'settings' (Benson, 2011) which included cafes, museums, and historical buildings. Following the tasks, participants took part in stimulated recall interviews in order to reflect on their multimodal forms of communication.This exploratory, qualitative study examines gesture from a theoretical perspective which links the mode to spoken language (Kendon, 2004; McNeill, 1992; Norris, 2004) and positions gesture within the wider framework of the negotiation of meaning (Varonis & Gass, 1985). As the role of speech-associated gestures within language learning via technology has not been widely researched, an interdisciplinary methodology had to be designed to analyse the video recorded data from the learners' tasks. This is based on transcription procedures from gesture-speech analysis (McNeill, 1992; McNeill & Duncan, 2000). As gesture in this study is understood as being closely aligned to speech, a multimodal unit of analysis was combined with the Varonis and Gass (1985) framework of the negotiation of meaning. The multimodal method allowed for the categorisation and analysis of gesture to investigate how learners may co-orchestrate the two modes in relationship to their deployment of mobile technologies from beyond the classroom. The participants were asked to reflect on their interactions from multimodal perspectives and interview data were triangulated with the task performances. Theoretical and pedagogical conclusions are drawn as to the manner in which learners exploit gesture as an integral part of the negotiation of meaning.

ISBN: 9798641316468Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Adult English language learners

Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices.
LDR:03484nmm a2200361 4500 001 2276715
005 20210510091855.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798641316468
035 $a (MiAaPQ)AAI28018132
035 $a (MiAaPQ)Open_Univ_UK70486
035 $a AAI28018132
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Helen. $3 3555008
245 1 0 $a Gesture in Multimodal Language Learner Interaction via Videoconferencing on Mobile Devices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 276 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
502 $a Thesis (Ph.D.)--Open University (United Kingdom), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis focuses on how adult English language learners exploit and experience gesture while communicating with one another via mobile technologies. Mobiles create opportunities for multimodal language learning beyond the classroom (Kukulska-Hulme et al., 2017), however, modes such as gesture are mediated and transformed by technology in complex ways (Hampel & Stickler, 2012). In a small-scale qualitative study, learners from a range of nationalities who were studying on language programmes in the UK were connected in dyads via Skype videoconferencing (VC) in order to complete information gap tasks using tablets, 2-in-1 devices, and smartphones. These communicative tasks had been intentionally designed around a diversity of informal 'settings' (Benson, 2011) which included cafes, museums, and historical buildings. Following the tasks, participants took part in stimulated recall interviews in order to reflect on their multimodal forms of communication.This exploratory, qualitative study examines gesture from a theoretical perspective which links the mode to spoken language (Kendon, 2004; McNeill, 1992; Norris, 2004) and positions gesture within the wider framework of the negotiation of meaning (Varonis & Gass, 1985). As the role of speech-associated gestures within language learning via technology has not been widely researched, an interdisciplinary methodology had to be designed to analyse the video recorded data from the learners' tasks. This is based on transcription procedures from gesture-speech analysis (McNeill, 1992; McNeill & Duncan, 2000). As gesture in this study is understood as being closely aligned to speech, a multimodal unit of analysis was combined with the Varonis and Gass (1985) framework of the negotiation of meaning. The multimodal method allowed for the categorisation and analysis of gesture to investigate how learners may co-orchestrate the two modes in relationship to their deployment of mobile technologies from beyond the classroom. The participants were asked to reflect on their interactions from multimodal perspectives and interview data were triangulated with the task performances. Theoretical and pedagogical conclusions are drawn as to the manner in which learners exploit gesture as an integral part of the negotiation of meaning.
590 $a School code: 0949.
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Adult education. $3 543202
653 $a Adult English language learners
653 $a Multimodal forms of communication
653 $a Gesture-speech analysis
690 $a 0525
690 $a 0710
690 $a 0516
690 $a 0441
710 2 $a Open University (United Kingdom). $3 3427325
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0949
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28018132