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Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

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A multimodal analysis of lexical explanation sequences in webconferencing-supported language teaching

Ciara R. Wigham
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  • Université Clermont Auvergne – Laboratoire de Recherche sur le Langage, LRL, MSH, 4 rue Ledru, 63000 Clermont-Ferrand, France
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Published Online: 2017-05-09 | DOI: https://doi.org/10.1515/cercles-2017-0001

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Abstract

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic resources are used during lexical explanation sequences. The context is a telecollaborative exchange between Business students learning French and trainee teachers on a Master’s programme in Teaching French as a Foreign Language. Using multimodal transcriptions of interaction data from two sessions, the sequential analysis provides access to different combinations of semiotic resources. These include using the visual mode to project active listening strategies and the complementary role of the text chat to secure common ground concerning the target item. The analysis sheds light on a ‘thinking break’ strategy employed by the trainees. Descriptive examples demonstrate how verbal explanations were accompanied, firstly, by deictic and iconic gestures and, secondly, by metaphoric gestures used to help forefront different properties of the target item. Finally, changes in gaze and proximity were observed as playing a role in interaction management and in signalling which verbal modality was forefronted. The study illustrates emerging pedagogical and multimodal communication strategies for ‘doing vocabulary teaching’.

Keywords: multimodality; webconferencing-based interaction; lexical explanations; interactional dynamics; teacher-training

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About the article

Ciara R. Wigham

Ciara R. Wigham is currently a senior lecturer at Université Clermont Auvergne, France and a member of the research laboratory Laboratoire de Recherche sur le Langage. This study was undertaken whilst she worked at Université Lyon 2 where her research was conducted at the Interactions, Corpus, Apprentissages, Représentations (ICAR) research laboratory. Ciara’s research interests are in the areas of multimodal pedagogical communication within online learning environments and methodologies to structure multimodal CMC corpora.

Published Online: 2017-05-09

Published in Print: 2017-05-24

Citation Information: Language Learning in Higher Education, Volume 7, Issue 1, Pages 81–108, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2017-0001.

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