Abstract

This study shows how a facilitator gives directive-instructions to create interactional spaces for second language (L2) learning in an online setting by investigating interactions in a video-mediated extensive reading (ER) book club. Taking a multimodal conversation analysis approach, the study observes the facilitator’s changing practices of instruction-giving over time, focusing on two points. First, from a general standpoint, this study focuses on the way the facilitator, through instruction-giving, establishes the institutional boundaries of participation for the book talk activity. Second, and more specifically, this study focuses on the way the facilitator informs the students of or talks about questions she provides as prompts for the students’ book talk. Overall, the analysis indicates that, over time, the facilitator appears to be taking a less controlled approach toward the students’ freedom to choose the topic of discussion during the book talk activity of the book club. The analysis also shows the facilitator diversifying the interactional resources on which she draws in doing question talk, as well as her becoming more aware of the students’ understanding of the questions and therefore giving instructions that are clearer for the students. The findings contribute to a growing body of research on the embodied work of L2 teaching in general, and on facilitators’ instruction-giving in video-mediated interaction specifically. The study also offers methodological implications for conducting video-mediated interaction research and pedagogical implications regarding giving instructions in online settings.

摘要

本研究展示了促进者如何通过调查视频介导的广泛阅读 (ER) 读书俱乐部中的互动，给出指导性说明，以在在线环境中为第二语言 (L2) 学习创建互动空间。该研究采用多模态对话分析方法，观察促进者随时间变化的指导实践，重点关注两点。首先，从一般的角度来看，本研究着重于促进者通过指导来建立参与读书会活动的制度边界的方式。其次，更具体地说，这项研究的重点是辅导员告知学生或谈论她提供的问题的方式，作为学生读书会的提示。总体而言，分析表明，随着时间的推移，在读书俱乐部的读书会活动中，辅导员似乎对学生选择讨论主题的自由采取了较少控制的方式。分析还表明，辅导员在进行问题谈话时使用了多样化的互动资源，并且她越来越了解学生对问题的理解，因此为学生提供了更清晰的说明。这些发现有助于对一般的二语教学的具身工作进行越来越多的研究，特别是促进者在视频介导的互动中的指导。该研究还为进行视频介导的交互研究提供了方法论意义，以及关于在在线环境中提供指导的教学意义。