Abstract
This paper looks into the systematic organization of teacher-initiated turn-taking in online GSL (German as second language) sessions conducted via one of the video-conferencing platforms (Tencent Meeting), and cross-examines the virtual instructional environment created by it with face-to-face GSL instructions. Drawing on the framework of Multimodal Conversation Analysis (MCA) as primary research method, we analyze and compare both screen-recorded online GSL sessions collected during Covid-19 pandemic, and in-person GSL classroom interactions collected prior to Covid-19 outbreak. Our findings demonstrate that technological affordances provided by video-conferencing platforms compare unfavorably to the face-to-face learning environment. Online technology typically undermines the availability of embodied resources needed to establish co-present participation frameworks (Goffman 1983) which are experienced by social actors in face-to-face classroom interactions. Changes in the embodiment of participation frameworks, in turn, lead to systematic differences in how the speakership and recipiency are managed in teacher-initiated turn-taking.
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Notes
- 1.
Note that if no response is delivered from the students, it is not treated as teacher-initiated turn-taking by definition.
- 2.
It should be noted, however, that among the 733 instances of teacher-initiated turn-taking there are a very small number of exceptions (N = 27) where the nominated student assumes the speakership but never returns gaze to the teacher. Detailed discussion of these cases goes beyond the scope of this paper.
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Guo, E., Zhang, F. (2021). From Offline to Online: The Reduced Embodiment in Teacher-Initiated Turn-Taking in GSL Instructions. In: Pang, C., et al. Learning Technologies and Systems. SETE ICWL 2020 2020. Lecture Notes in Computer Science(), vol 12511. Springer, Cham. https://doi.org/10.1007/978-3-030-66906-5_34
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