Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

Year 2017, Volume: 3 Issue: 2, 121 - 138, 25.09.2017

Jaeuk Park

https://doi.org/10.32601/ejal.460977

Cited By: 3

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 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. 

Keywords

Classroom Interactional Competence (CIC), learning, multimodality, CA, teacher education

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