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Embodied (non)Participation in a Tutoring Session
( Catherine Difelice Box ) 서강대학교 언어정보연구소 2012 언어와 정보 사회 Vol.16 No.-
Catherine DiFelice Box(2012), "Embodied (non)Participation in a Tutoring Session," Language & Information Society 16. Non-verbal conduct in unfolding interactions has proven to be fertile ground for scholarly research. Like talk, gaze, gesture, and body positioning have found to be highly structured, analyzable phenomena (Goodwin 1980, 1995, 2000, 2002, Kendon, 1967, 1992, 1997, McNeill 1992, 2005, Schegloff 1984). While some researchers have examined nonverbal behavior, particularly gesture, in educational contexts (Goldin-Meadow, 2000, Goldin-Meadow et al. 2001, Goodwin 2007, McCafferty 1998, Mori & Hatsegawa 2009), relatively little attention has been paid to the body as it indexes student participation. In this study, several mathematics tutoring sessions between a teacher and a five-year old preschool student were videotaped, transcribed and analyzed using CA methodology. A close examination of the student`s non-verbal conduct revealed that participation is often embodied through gesture, gaze, and body positioning, rather than verbalized through words. In addition, it will be argued that the orientation of the non-verbal behavior with regard to the shared student-teacher space can signal engagement in, or resistance to, the activities at hand.
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