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Eğitsel Devinim Araştırmalarında Devinimsel Alan Kavramının Gözden Geçirilmesi

Year 2015, Volume: 1 Issue: 3, 147 - 166, 24.12.2015

Abstract

Öğretmenlerin öğrencilere düzgün biçimde anlam aktarmak için görsel ipuçları olarak yararlandıkları el-kol devinimlerinin alanı/genliği, sınıf etkileşiminde önemli bir etmendir. Günümüze kadar gerçekleştirilen birçok araştırma, devinimsel alanı/genliği deneysel ortamlarda betimlemeye çalışmış olsa da, konu, gerçek sınıf çekimlerine dayanan bütünceler bağlamında ender olarak ele alınmıştır. Dolayısıyla, yabancı dil olarak verilen Fransızca derslerinin gerçek sınıf çekimlerine dayanan bu çalışmada, ilk olarak, ayakta ders veren bir öğretmenin devinimlerinin alanını üç boyutlu olarak betimleyebilmek için birtakım ölçütler belirlenmiştir. Ardından, devinimsel alanın nitel betimlenmesine ilişkin olarak hem yöntemsel, hem de eğitsel çıkarımlarda bulunulmuştur. Sonuç olarak, gerçek sınıf ortamlarında öğretmenlerin devinimsel alanı kullanmalarına bağlı beş adet yöntemsel/eğitsel belirginlik ortaya çıkmıştır: Ardışık devinimlerde genlik azalması, üst devinimsel alanların öne çıkarılmasının gerekliliği, devinimsel alanın yandan görüntülenmesine bağlı sorunlar, iki elin farklı devinimsel alanlarda devreye girmesi ve uzuvların gövdenin arkasına uzatılması.

References

  • Allen, L. Q. (1999). Functions of Nonverbal Communication in Teaching and Learning a Foreign Language. The French Review, 72(3), 469-480.
  • Allen, L. Q. (2000). Nonverbal Accommodations in Foreign Language Teacher Talk. Applied Language Learning, 11(1), 155-176.
  • Altheide, D. L. (2004). Ethnographic Content Analysis. In M. S. Lewis Beck, A. Bryman, & T. F. Liao (Eds.), The Sage Encyclopedia of Social Science Research Methods. Thousand Oaks: Sage.
  • Azaoui, B. (2014). Coconstruction de normes scolaires et contextes d’enseignement. Une étude multimodale de l’agir professoral. Unpublished doctoral thesis. Paul Valery University, Montpellier 3.
  • Azaoui, B. (2015). Fonctions pédagogiques et implications énonciatives de ressources professorales multimodales. Le cas de la bimanualité et de l’ubiquité coénonciative. Article to be published in C. Carlo & C. Müller (Eds.), Cahiers de l’Acedle.
  • Beattie, N. (1977). Non-verbal aspects of the teaching and learning of foreign languages. Audio-Visual Language Journal, 15, 175-181.
  • Bryman, A. (2012). Social Research Methods. New York: Oxford University Press, Inc.
  • Cicurel, F. (1985). Parole sur parole: métalangage en classe de langue. Paris: CLE International.
  • Cicurel, F. (2011). Les interactions dans l’enseignement des langues: agir professoral et pratiques de classe. Paris: Les Éditions Didier.
  • Colletta, J.-M. (2005). Communication non verbale et parole multimodale: quelles implications didactiques ? Le français dans le monde. Recherches et Applications, numéro spécial, 32-41.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Cambridge University Press. Online: http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf, accessed on 17 April 2015.
  • Denizci, C. (2015). Utilisation des gestes coverbaux en classe de FLE. Unpublished doctoral thesis. Istanbul University.
  • Ferrão-Tavares, M. C. (1985). La classe de langue et les interactions comportementales. Études de Linguistique Appliquée, numéro spécial (Vidéo, didactique et communication), 58, 15-26.
  • Foraker, S. (2011). How we use our hands to introduce versus refer back. In G. Stam & M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture (pp.279-292). Amsterdam/Philadelphia: John Benjamins Publishing Company.
  • Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.
  • Lazaraton, A. (2004). Gestures and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79-117.
  • Martina, C. (1991). Éléments d’une méthode corrective en classe d’anglais. Les Langues Modernes, 85(1), 45-49.
  • McNeill, D. (1985). So You Think Gestures Are Nonverbal? Psychological Review, 92(3), 350-371.
  • McNeill, D. (1992). Hand and Mind: What gestures reveal about thought. Chicago: The University of Chicago Press.
  • Müller, C. (2001). Gesture-space and culture. In C. Cavé, I. Gauaïtella & S. Santi (Eds.), Oralité et gestualité. Interactions et comportement multimodaux dans la communication (pp. 565-571). Paris: L’Harmattan.
  • Priesters, M. A. & Mittelberg, I. (2013). Individual differences in speakers’ gesture spaces: Multi-angle views from a motion-capture study. In Proceedings of the Tilburg Gesture Research Meeting (TIGER). Online (pp. 1-4): http://www.academia.edu/3544984/Individual_differences_in_speakers_gesture_spaces_Multi-angle_views_from_a_motion-capture_study, accessed on 17 April 2015.
  • Sloetjes, H. & Wittenburg, P. (2008). Annotation by category-ELAN and ISO DCR. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis & D. Tapias (Eds.), Proceedings of the 6th International Conference on Language Resources and Evaluation (pp. 816-820). Online: http://lrec-conf.org/proceedings/lrec2008/pdf/208_ paper.pdf, accessed on 17 April 2015.
  • Tellier, M. (2006). L’impact du geste pédagogique sur l’enseignement/apprentissage des langues étrangères: étude sur des enfants de 5 ans. Unpublished doctoral thesis. Paris 7 University-Denis Diderot, U.F.R. linguistique.
  • Tellier, M. (2008). Dire avec des gestes. Le français dans le monde, Recherches et Applications: Du discours de l’enseignant aux pratiques de l’apprenant, 44, 40-50. Online: http://fipf.org/sites/fipf.org/files/ra_44_juillet_2008.pdf, accessed on 17 April 2015.
  • Tellier, M. (2012). Former à l’étude de la gestuelle: réflexions didactiques. In R. Vion, A. Giacomi & C. Vargas (Eds.), La corporalité du langage (pp. 73-87). Aix-en-Provence: Presses Universitaires de Provence.
  • Tellier, M. (2014). Quelques orientations méthodologiques pour étudier la gestuelle dans des corpus spontanés et semi-contrôlés. Discours, 15, 1-27. Online: http://discours.revues.org/8917, accessed on 10 February 2015.
  • Tellier, M. & Stam, G. (2012). Stratégies verbales et gestuelles dans l’explication lexicale d’un verbe d’action. In V. Rivière (Ed.), Spécificités et diversité des interactions didactiques (pp. 357-374). Paris: Riveneuve Éditions. Online (pp. 1-15): http://works.bepress.com/cgi/viewcontent.cgi?article=1039&context=gale_stam, accessed on 17 April 2015.
  • Tellier, M., Guardiola, M., & Bigi, B. (2011). Types de gestes et utilisation de l’espace gestuel dans une description spatiale: méthodologie d’annotation. In Actes du Premier Défi Geste Langue des Signes (DEGELS), 27 Juin-1 Juillet 2011, Montpellier, France (pp. 45-56).
  • Tellier, M., Azaoui, B. & Saubesty, J. (2012). Segmentation et annotation du geste: méthodologie pour travailler en équipe. In A. Braffort, L. Boutora & G. Sérasset (Eds.), Actes de la conférence conjointe JEP-TALN-RECITAL 2012: Atelier Défi Geste Langue des Signes (DEGELS), 4-8 Juin 2012, Grenoble, France (pp. 41-55). Online: https://degels2012.limsi.fr/actes/degels2012_all.pdf, accessed on 17 April 2015.

Reconsidering Gesture Space for Naturalistic Teaching Gesture Research

Year 2015, Volume: 1 Issue: 3, 147 - 166, 24.12.2015

Abstract

The use of gesture space constitutes a crucial factor for teachers in terms of ensuring a clear view of their movements as visual clues to convey meaning properly. Although various studies deal with the delimitation of gesture space within experimental settings, the handling of the issue for natural classroom corpora is very rare. Based on the video recordings of three French classes, criteria were firstly determined in order to provide a 3D gesture space description for a speaker gesticulating in a standing position. Then, both methodological and pedagogical implications resulting from the qualitative analysis of gesture space were discussed. In this perspective, five methodological/pedagogical relevancies arise from the description of teachers’ use of gesture space in naturalistic classroom settings: the decrease of amplitude within consecutive gestures, the necessity for promoting the upper gestural zones, the problems related to the description of gesture space from the profile view, the intervention of two hands in two different gesture spaces and the extension of the limbs to the backside of the body.

References

  • Allen, L. Q. (1999). Functions of Nonverbal Communication in Teaching and Learning a Foreign Language. The French Review, 72(3), 469-480.
  • Allen, L. Q. (2000). Nonverbal Accommodations in Foreign Language Teacher Talk. Applied Language Learning, 11(1), 155-176.
  • Altheide, D. L. (2004). Ethnographic Content Analysis. In M. S. Lewis Beck, A. Bryman, & T. F. Liao (Eds.), The Sage Encyclopedia of Social Science Research Methods. Thousand Oaks: Sage.
  • Azaoui, B. (2014). Coconstruction de normes scolaires et contextes d’enseignement. Une étude multimodale de l’agir professoral. Unpublished doctoral thesis. Paul Valery University, Montpellier 3.
  • Azaoui, B. (2015). Fonctions pédagogiques et implications énonciatives de ressources professorales multimodales. Le cas de la bimanualité et de l’ubiquité coénonciative. Article to be published in C. Carlo & C. Müller (Eds.), Cahiers de l’Acedle.
  • Beattie, N. (1977). Non-verbal aspects of the teaching and learning of foreign languages. Audio-Visual Language Journal, 15, 175-181.
  • Bryman, A. (2012). Social Research Methods. New York: Oxford University Press, Inc.
  • Cicurel, F. (1985). Parole sur parole: métalangage en classe de langue. Paris: CLE International.
  • Cicurel, F. (2011). Les interactions dans l’enseignement des langues: agir professoral et pratiques de classe. Paris: Les Éditions Didier.
  • Colletta, J.-M. (2005). Communication non verbale et parole multimodale: quelles implications didactiques ? Le français dans le monde. Recherches et Applications, numéro spécial, 32-41.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Cambridge University Press. Online: http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf, accessed on 17 April 2015.
  • Denizci, C. (2015). Utilisation des gestes coverbaux en classe de FLE. Unpublished doctoral thesis. Istanbul University.
  • Ferrão-Tavares, M. C. (1985). La classe de langue et les interactions comportementales. Études de Linguistique Appliquée, numéro spécial (Vidéo, didactique et communication), 58, 15-26.
  • Foraker, S. (2011). How we use our hands to introduce versus refer back. In G. Stam & M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture (pp.279-292). Amsterdam/Philadelphia: John Benjamins Publishing Company.
  • Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.
  • Lazaraton, A. (2004). Gestures and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79-117.
  • Martina, C. (1991). Éléments d’une méthode corrective en classe d’anglais. Les Langues Modernes, 85(1), 45-49.
  • McNeill, D. (1985). So You Think Gestures Are Nonverbal? Psychological Review, 92(3), 350-371.
  • McNeill, D. (1992). Hand and Mind: What gestures reveal about thought. Chicago: The University of Chicago Press.
  • Müller, C. (2001). Gesture-space and culture. In C. Cavé, I. Gauaïtella & S. Santi (Eds.), Oralité et gestualité. Interactions et comportement multimodaux dans la communication (pp. 565-571). Paris: L’Harmattan.
  • Priesters, M. A. & Mittelberg, I. (2013). Individual differences in speakers’ gesture spaces: Multi-angle views from a motion-capture study. In Proceedings of the Tilburg Gesture Research Meeting (TIGER). Online (pp. 1-4): http://www.academia.edu/3544984/Individual_differences_in_speakers_gesture_spaces_Multi-angle_views_from_a_motion-capture_study, accessed on 17 April 2015.
  • Sloetjes, H. & Wittenburg, P. (2008). Annotation by category-ELAN and ISO DCR. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis & D. Tapias (Eds.), Proceedings of the 6th International Conference on Language Resources and Evaluation (pp. 816-820). Online: http://lrec-conf.org/proceedings/lrec2008/pdf/208_ paper.pdf, accessed on 17 April 2015.
  • Tellier, M. (2006). L’impact du geste pédagogique sur l’enseignement/apprentissage des langues étrangères: étude sur des enfants de 5 ans. Unpublished doctoral thesis. Paris 7 University-Denis Diderot, U.F.R. linguistique.
  • Tellier, M. (2008). Dire avec des gestes. Le français dans le monde, Recherches et Applications: Du discours de l’enseignant aux pratiques de l’apprenant, 44, 40-50. Online: http://fipf.org/sites/fipf.org/files/ra_44_juillet_2008.pdf, accessed on 17 April 2015.
  • Tellier, M. (2012). Former à l’étude de la gestuelle: réflexions didactiques. In R. Vion, A. Giacomi & C. Vargas (Eds.), La corporalité du langage (pp. 73-87). Aix-en-Provence: Presses Universitaires de Provence.
  • Tellier, M. (2014). Quelques orientations méthodologiques pour étudier la gestuelle dans des corpus spontanés et semi-contrôlés. Discours, 15, 1-27. Online: http://discours.revues.org/8917, accessed on 10 February 2015.
  • Tellier, M. & Stam, G. (2012). Stratégies verbales et gestuelles dans l’explication lexicale d’un verbe d’action. In V. Rivière (Ed.), Spécificités et diversité des interactions didactiques (pp. 357-374). Paris: Riveneuve Éditions. Online (pp. 1-15): http://works.bepress.com/cgi/viewcontent.cgi?article=1039&context=gale_stam, accessed on 17 April 2015.
  • Tellier, M., Guardiola, M., & Bigi, B. (2011). Types de gestes et utilisation de l’espace gestuel dans une description spatiale: méthodologie d’annotation. In Actes du Premier Défi Geste Langue des Signes (DEGELS), 27 Juin-1 Juillet 2011, Montpellier, France (pp. 45-56).
  • Tellier, M., Azaoui, B. & Saubesty, J. (2012). Segmentation et annotation du geste: méthodologie pour travailler en équipe. In A. Braffort, L. Boutora & G. Sérasset (Eds.), Actes de la conférence conjointe JEP-TALN-RECITAL 2012: Atelier Défi Geste Langue des Signes (DEGELS), 4-8 Juin 2012, Grenoble, France (pp. 41-55). Online: https://degels2012.limsi.fr/actes/degels2012_all.pdf, accessed on 17 April 2015.
There are 29 citations in total.

Details

Primary Language English
Journal Section ARTICLES
Authors

Can Denizci

Brahim Azaoui This is me

Publication Date December 24, 2015
Published in Issue Year 2015 Volume: 1 Issue: 3

Cite

APA Denizci, C., & Azaoui, B. (2015). Reconsidering Gesture Space for Naturalistic Teaching Gesture Research. Istanbul Journal of Innovation in Education, 1(3), 147-166.
AMA Denizci C, Azaoui B. Reconsidering Gesture Space for Naturalistic Teaching Gesture Research. Istanbul Journal of Innovation in Education. December 2015;1(3):147-166.
Chicago Denizci, Can, and Brahim Azaoui. “Reconsidering Gesture Space for Naturalistic Teaching Gesture Research”. Istanbul Journal of Innovation in Education 1, no. 3 (December 2015): 147-66.
EndNote Denizci C, Azaoui B (December 1, 2015) Reconsidering Gesture Space for Naturalistic Teaching Gesture Research. Istanbul Journal of Innovation in Education 1 3 147–166.
IEEE C. Denizci and B. Azaoui, “Reconsidering Gesture Space for Naturalistic Teaching Gesture Research”, Istanbul Journal of Innovation in Education, vol. 1, no. 3, pp. 147–166, 2015.
ISNAD Denizci, Can - Azaoui, Brahim. “Reconsidering Gesture Space for Naturalistic Teaching Gesture Research”. Istanbul Journal of Innovation in Education 1/3 (December 2015), 147-166.
JAMA Denizci C, Azaoui B. Reconsidering Gesture Space for Naturalistic Teaching Gesture Research. Istanbul Journal of Innovation in Education. 2015;1:147–166.
MLA Denizci, Can and Brahim Azaoui. “Reconsidering Gesture Space for Naturalistic Teaching Gesture Research”. Istanbul Journal of Innovation in Education, vol. 1, no. 3, 2015, pp. 147-66.
Vancouver Denizci C, Azaoui B. Reconsidering Gesture Space for Naturalistic Teaching Gesture Research. Istanbul Journal of Innovation in Education. 2015;1(3):147-66.