Chapter published in:
Mobilizing Others: Grammar and lexis within larger activities
Edited by Carmen Taleghani-Nikazm, Emma Betz and Peter Golato
[Studies in Language and Social Interaction 33] 2020
► pp. 175–202

Chapter 7
Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction

| Boston University
This study examines interactions in French L2 university classroom discourse from a multimodal conversation analytic (CA) perspective. In these interactions, a teacher mobilizes students to respond, then evaluates and subsequently reveals their responses on digital slides as a ratification of correct responses. As the co-participants build a joint interactional history with this task, the teacher becomes increasingly more reliant on embodied orientations toward the computer displaying the slides, thereby helping to both manage and transition between sequences of interaction. The findings provide insights into how the multimodal management of pedagogical artifacts, such as digital slides, can work to mobilize, evaluate and create interactional space for students to respond in teacher-led interaction.
Keywords: Conversation Analysis (CA), classroom discourse, mobilizing others to respond, digital slides, French, L2 instruction, multimodality, IRE sequences, embodiment, pedagogical artifacts
Article outline
  • Introduction
  • Literature review
    • Response elicitation
    • Embodiment, object management, and mobilizing others to act
    • Interactional competence and interactional histories
  • Data
  • A role for digital slides in the ratification of student responses and in mobilizing students to respond
  • Increasingly implicit and embodied means of response elicitation
  • Discussion and conclusion
  • Notes
  • References
Published online: 13 May 2020
https://doi.org/10.1075/slsi.33.07cha
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