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Co-Operation, Perception, and Unders...

Carpenter, James Alvis,

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Co-Operation, Perception, and Understanding in an L2 Classroom for the Visually Impaired /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Co-Operation, Perception, and Understanding in an L2 Classroom for the Visually Impaired // James Alvis Carpenter.
作者:	Carpenter, James Alvis,
面頁冊數:	1 electronic resource (354 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Foreign language instruction. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31937586
ISBN:	9798315758617

Co-Operation, Perception, and Understanding in an L2 Classroom for the Visually Impaired /
Carpenter, James Alvis,

Co-Operation, Perception, and Understanding in an L2 Classroom for the Visually Impaired /James Alvis Carpenter. - 1 electronic resource (354 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

In this study, I adopt Goodwin's (2018) theory of co-operative action to investigate the multi-modality of an EFL classroom where both the learners and their teacher are blind. I focus on evidence for both the role of the nonvisual senses, in particular, sound and touch, and the achievement of understanding during classroom tasks. I conducted this study over a 12-week period in a high school EFL class at a school for the visually impaired in Japan. I collected three types of qualitative data: Video recordings of classroom activities, interviews, and participant observations. I analyzed the video recordings using multi-modal interaction analysis while using the other two sources of data to triangulate my observations. The results indicate that sounds have a deictic quality that allows blind L2 learners and their teacher to refer to the same thing at the same time. In addition, the touching of virtually identical materials written in Braille provides the intersubjective ground that makes most classroom interactions possible. Finally, the use of prostheses as an extension of touch into the experience of classroom tasks facilitates the achievement of understanding; rocking behavior, a historically stigmatized behavior, may also have a systematic character that aids in understanding. These findings suggest that more research is needed not only on the role that the non-visual senses play in this particular context, but in L2 classroom contexts in general.

English

ISBN: 9798315758617Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

EFL classroom

Co-Operation, Perception, and Understanding in an L2 Classroom for the Visually Impaired /
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