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RISS 인기검색어
- 검색키워드
- 저자 : ( Sarah Creider ) (검색결과 2 건)
- 무료
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- 유료
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"One two, One two": A Teacher`s Use of Speech, Gesture, and the Environment to Impart Information
( Sarah Creider ) 서강대학교 언어정보연구소 2012 언어와 정보 사회 Vol.16 No.-
Sarah Creider(2012), "``One two, One two``: A Teacher`s Use of Speech, Gesture, and the Environment to Impart Information," Language & Information Society 16. Research from a variety of theoretical and methodological frameworks has been devoted to teacher-student talk, and the ways in which this talk contributes to student learning (e.g., Mehan 1979, Cadzen 2001, Markee 2004). However, teachers may draw on resources other than talk to convey a message or teach a concept. This study uses conversation analysis (CA) to explore how one experienced educator uses both verbal and non-verbal conduct to convey information. As the teacher explains new activities and ideas, she uses deictic gestures to show her students exactly where in the physical environment to place their attention (Goodwin 2003a), while also illustrating her directives with her own body. Similarly, by using her body as a bridge between her verbal turns and physical objects such as chips and dice, the teacher helps her students connect abstract mathematical ideas with the physical world. The teacher`s precise use of rhythm and timing allow her to link verbal utterances, physical movement, mathematical concepts and symbols, and the environment. The findings described below show the complexities involved in giving information in pedagogical contexts. They also build on previous work on gesture in interaction and in educational settings, suggesting that timing can be an important communicative resource, and that verbal and non-verbal conduct can interact in crucial ways with participants` physical surroundings.
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“One two, O One two”: A Teacher’s Use of Speech, Gesture, and the Environment to Impart Information
Sarah Creider 서강대학교 언어정보연구소 2012 언어와 정보 사회 Vol.16 No.-
Research from a variety of theoretical and methodological frameworks has been devoted to teacher-student talk, and the ways in which this talk contributes to student learning (e.g., Mehan 1979, Cadzen 2001, Markee 2004). However, teachers may draw on resources other than talk to convey a message or teach a concept. This study uses conversation analysis (CA) to explore how one experienced educator uses both verbal and non-verbal conduct to convey information. As the teacher explains new activities and ideas, she uses deictic gestures to show her students exactly where in the physical environment to place their attention (Goodwin 2003a), while also illustrating her directives with her own body. Similarly, by using her body as a bridge between her verbal turns and physical objects such as chips and dice, the teacher helps her students connect abstract mathematical ideas with the physical world. The teacher’s precise use of rhythm and timing allow her to link verbal utterances, physical movement, mathematical concepts and symbols, and the environment. The findings described below show the complexities involved in giving information in pedagogical contexts. They also build on previous work on gesture in interaction and in educational settings, suggesting that timing can be an important communicative resource, and that verbal and non-verbal conduct can interact in crucial ways with participants’ physical surroundings
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