Abstract
This paper of action research discusses the emergent progress of multimodality in the classroom interaction. Despite the pivotal role of multimodality in interaction in the foreign language classroom, little attention has been paid to how embodied behaviours are used as a resource by students in relation to Classroom Interactional Competence (CIC). The study, therefore, aims to assess how multimodality influences learning from learner’s perspectives. The data for this study ADDIN EN.CITE <Cite ExcludeAuth=1 ExcludeYear=1> Applebaum 1979 354 354 <key app=EN db-id=005prawx9rwerqesdtox5psgv0eaw5pppxx0 timestamp=1418219491>354 <ref-type name=Journal Article>17 Applebaum, E. Egel, A. L. Koegel, R. L. Imhoff, B. Measuring musical abilities of autistic children Journal of Autism and Developmental Disorders Journal of Autism and Developmental Disorders 279-285 9 1979 is based on the video-recording of an English grammar lesson for adult learners. Drawing on a Conversation Analysis (CA) approach to look into the interactional unfolding of multimodal behaviours, this study uncovered the potential impact of multimodality on interaction in a foreign language classroom. The findings have significant implications for research on CIC and language teacher education .
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
