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In:Engagement in Professional Genres:
Edited by Carmen Sancho Guinda
[Pragmatics & Beyond New Series 301] 2019
► pp. 297–320

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Chapter 16
Silence and engagement in the multimodal genre of synchronous videoconferencing lectures

The case of Didactics in Mathematics

 | Universidad Internacional de La Rioja (UNIR), Spain
 | Universidad de Alcalá, Spain
Published online: 24 April 2019
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https://doi.org/10.1075/pbns.301.16que
Abstract
This chapter analyses how teachers, in synchronous videoconferencing lectures of Didactics in Mathematics, manage silence to promote engagement. The epistemology of Mathematics, with its specific semiotic resources, requires special consideration to guarantee an adequate acquisition of contents and teaching procedures. A qualitative approach allows the analysis of multimodal interaction during significant episodes of absence of talk, in a teaching-learning context with different communicative channels, oral for teachers (who are in front of the camera) and written for learners (who use the chat). Results reveal the importance of the multimodal strategies used to repair teachers’ and learners’ silence in two main situations: the IRF (Initiation-Response-Feedback) cycle initiated by teacher’s questions and the teaching exchange when interacting with materials.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Communication through the chat in synchronous videoconferencing learning environments
    • 2.2Teaching Didactics in Mathematics through SVLs
  • 3.Methodology
  • 4.Findings and discussion
    • 4.1Absence of teacher’s talk: Asking questions
    • 4.2Absence of teacher’s talk: Interacting with materials
  • 5.Conclusions
  • References
  • Appendix
References (26)
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