Abstract

Analysis of conversations between international university students in the Corpus of English as a Lingua Franca Interaction (CELFI, McDonough & Trofimovich, 2019 McDonough, K., & Trofimovich, P. (2019). Corpus of English as a lingua franca interaction. Concordia University. [Google Scholar]) has demonstrated that holds, which are temporary cessations of dynamic movement, are a robust visual cue of nonunderstanding that can be reliably interpreted by external observers as signals of listener comprehension difficulties (e.g. McDonough et al., 2019 McDonough, K., Trofimovich, P., Lu, L., & Abashidze, D. (2019). The occurrence and perception of listener visual cues during nonunderstanding episodes. Studies in Second Language Acquisition, 41(5), 1151–1165. https://doi.org/10.1017/S0272263119000238[Crossref] , [Google Scholar], 2022 McDonough, K., Lindberg, R., & Trofimovich, P. (2022). Examining rater perception of holds as a visual cue of nonunderstanding. Studies in Second Language Acquisition, 44(5), 1240–1259. https://doi.org/10.1017/S0272263122000018[Crossref] , [Google Scholar], 2023 McDonough, K., Lindberg, R., Trofimovich, P., & Tekin, O. (2023). The visual component of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, & Abashidze (2019). Language Teaching, 56(1), 113–127. https://doi.org/10.1017/S0261444821000197[Crossref] , [Google Scholar]). Using CELFI materials, this study used an experimental design to explore whether business communication students (N = 64) benefit from instructional activities designed to raise their awareness of holds as a signal of nonunderstanding. The students carried out perception tests in Week 1 and Week 5 that presented video excerpts from CELFI showing the depicted listeners’ hold onsets and releases, and the students rated those listeners’ comprehension. In the interim, 31 students completed weekly awareness-raising activities via Moodle (2 hours per week) for four weeks. A mixed ANOVA showed that students who participated in the awareness-raising activities showed significant improvement in their ability to discriminate between hold onsets and releases. Implications for the use of awareness-raising activities to promote recognition of nonverbal behavior are discussed.

摘要

国际大学生在英语语料库中的对话分析作为通用语的互动 (CELFI, McDonough & Trofimovich, 2019 McDonough, K.和Trofimovich, P.（2019 年）。英语语料库作为一种通用语进行交互。康考迪亚大学。 [谷歌学术搜索]）已经证明，暂停是动态运动的暂时停止，是一种强烈的不理解视觉提示，可以被外部观察者可靠地解释为听者理解困难的信号（例如 McDonough 等人，2019 年） McDonough, K.、Trofimovich, P.、Lu, L.和Abashidze, D.（2019 年）。在不理解的情节中听众视觉线索的出现和感知。第二语言习得研究，41 (5), 1151 – 1165。https://doi.org/10.1017/S0272263119000238 [交叉引用]  ，[谷歌学术搜索]，2022 McDonough, K.、Lindberg, R.和Trofimovich, P.（2022 年）。检查评分者对持有的看法作为不理解的视觉提示。第二语言习得研究，44 (5), 1240 – 1259。https://doi.org/10.1017/S0272263122000018 [交叉引用]  ，[谷歌学术搜索]，2023 McDonough, K.、Lindberg, R.、Trofimovich, P.和Tekin, O.（2023 年）。非理解的视觉成分：McDonough、Trofimovich、Lu 和 Abashidze (2019) 的系统复制。语言教学，56 (1), 113 – 127。https://doi.org/10.1017/S0261444821000197 [交叉引用]  ，[谷歌学术搜索]）。本研究使用 CELFI 材料，采用实验设计来探讨商务沟通学生 (N = 64) 受益于旨在提高他们对持有作为不理解信号的认识的教学活动。学生们在第 1 周和第 5 周进行了感知测试，展示了 CELFI 的视频摘录，展示了所描述的听众的保持开始和释放，学生们对这些听众的理解能力进行了评分。在此期间，31 名学生通过 Moodle（每周 2 小时）完成了为期 4 周的每周意识提升活动。混合方差分析表明，参加提高认识活动的学生在区分保持开始和释放的能力方面有显着提高。讨论了使用提高认识活动来促进对非语言行为的认识的意义。