基于多模态互动分析的英语教师手势语研究  

Research on the co-speech gestures of college English lecturers based on multimodal interaction analysis

作　　者：刘靖 张鑫娜 陈露露 LIU Jing;ZHANG Xin-na;CHEN Lu-lu(School of Foreign Languages,Qingdao University of Science and Technology,Qingdao 266061,China)

机构地区：[1]青岛科技大学外国语学院,山东青岛266061

出　　处：《青岛科技大学学报（社会科学版）》2023年第2期81-87,共7页Journal of Qingdao University of Science and Technology(Social Sciences)

基　　金：教育部人文社科规划基金项目(19YJA740074);山东省社会科学规划一般项目(18CWZJ21)。

摘　　要：教师与学习者之间面对面的交流是多模态的。为了调查大学英语教学中教师手势语的使用特征,以多模态互动分析为理论基础,构建多模态英语课堂话语分析框架,并应用标注软件ELAN 5.9对所选样本中的四名大学英语教师的课堂教学实录视频进行逐帧编码、转录和分析。结果显示:四名大学英语教师使用频率最高的手势类型均为节拍性手势,然后依次是隐喻性手势、指示性手势和象似性手势,不同类型的手势承担着不同的认知功能。其中,教师在教学呈现环节使用的手势频率明显高于导入环节。教师通过使用指示性手势实现前景高层活动的转换,引导学习者在不同教学环节的注意度,表明多模态英语课堂话语分析框架对教师共言手势研究具有适用性。Face-to-face communication between teachers and learners is multimodal.To investigate the characteristics of gestures among college ESL lecturers,a multimodal English classroom discourse analysis framework was constructed on the theoretical basis of multimodal interaction analysis.The metadiscourse and co-speech gestures in classroom teaching videos of four college English teachers were transcribed and coded by frame-by-frame analysis of digital video in the annotation software ELAN 5.9.The results showed that the most frequently used gestures in English teaching were beats,followed by metaphorics,deictics,and iconics,and different types of gestures assume different cognitive functions.In addition,the frequency of gestures used by teachers in teaching presentation was significantly higher than that in lead-in procedure.By using deictic gestures,teachers can realize the transformation of higher-level foreground actions and guide students’attention in different teaching procedures,which indicates the feasibility of multimodal English classroom discourse analysis framework for co-speech gestures research.

关 键 词：共言手势 多模态互动分析 大学英语教学 

分 类 号：H319[语言文字—英语]