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Lookup NU author(s): Dr Müge SatarORCiD
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
This paper focuses on instruction-giving practices, a crucial but under-researched aspect of online language tutorials. The context for this qualitative study is a telecollaborative exchange focusing on French as a foreign language. We investigate trainee teachers’ instructions for a role-play rehearsal task during webconferencing-supported language teaching sessions.Multimodal (inter)action analysis of the data from three sessions reveals how the trainees mark different stages in the instructions using gaze and webcam proximity, allocate roles helped by the use of gaze and gestures, and introduce key vocabulary using word-stress, gaze and text chat strategies. The paper sheds light on the need to demonstrate clear boundaries between instructions and beginning of the task and the need, in future online teacher training programmes, to prepare trainees to direct learners' attention to the resources needed for task accomplishment, explain how the task will be accomplished using the online resources and harness the potential of semiotic resources during this teaching phase.
Author(s): Satar HM, Wigham CR
Publication type: Article
Publication status: Published
Journal: System
Year: 2017
Volume: 70
Pages: 63-80
Print publication date: 01/11/2017
Online publication date: 29/09/2017
Acceptance date: 05/09/2017
Date deposited: 02/10/2017
ISSN (print): 0346-251X
ISSN (electronic): 1879-3282
Publisher: Elsevier
URL: https://doi.org/10.1016/j.system.2017.09.002
DOI: 10.1016/j.system.2017.09.002
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