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In:Mobilizing Others: Grammar and lexis within larger activities
Edited by Carmen Taleghani-Nikazm, Emma Betz and Peter Golato
[Studies in Language and Social Interaction 33] 2020
► pp. 175–202

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Chapter 7
Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction

 | Boston University
Published online: 13 May 2020
DOI logo with link
https://doi.org/10.1075/slsi.33.07cha
Abstract
This study examines interactions in French L2 university classroom discourse from a multimodal conversation analytic (CA) perspective. In these interactions, a teacher mobilizes students to respond, then evaluates and subsequently reveals their responses on digital slides as a ratification of correct responses. As the co-participants build a joint interactional history with this task, the teacher becomes increasingly more reliant on embodied orientations toward the computer displaying the slides, thereby helping to both manage and transition between sequences of interaction. The findings provide insights into how the multimodal management of pedagogical artifacts, such as digital slides, can work to mobilize, evaluate and create interactional space for students to respond in teacher-led interaction.
Article outline
  • Introduction
  • Literature review
    • Response elicitation
    • Embodiment, object management, and mobilizing others to act
    • Interactional competence and interactional histories
  • Data
  • A role for digital slides in the ratification of student responses and in mobilizing students to respond
  • Increasingly implicit and embodied means of response elicitation
  • Discussion and conclusion
  • Notes
  • References
  • Appendix
References (76)
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Cited by three other publications

Wang, Xiaoyun, Xiaoting Li & Shui Li
2025. Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms. Classroom Discourse 16:3 ► pp. 291 ff. DOI logo
Wang, Xiaoyun
2024. Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 59:3 ► pp. 279 ff. DOI logo
Ro, Eunseok
2023. Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center. Applied Linguistics Review 14:3 ► pp. 579 ff. DOI logo

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