Speaker
Description
This study investigates how embodied actions function as interactional resources in other-initiated repair sequences during peer interactions. Drawing on video recordings from L2 classrooms at a public university, the analysis shows how learners use gestures, spatial referencing, and facial expressions to clarify, confirm, or request elaboration when their access to linguistic resources is limited. The findings demonstrate how learners actively draw on multimodal resources to co-construct understanding and negotiate meaning in L2 peer interaction.
Summary
This study investigates how embodied actions function as interactional resources in other-initiated repair sequences during peer interactions. Drawing on video recordings from L2 classrooms at a public university, the analysis shows how learners use gestures, spatial referencing, and facial expressions to clarify, confirm, or request elaboration when their access to linguistic resources is limited. The findings demonstrate how learners actively draw on multimodal resources to co-construct understanding and negotiate meaning in L2 peer interaction.
| Teaching Context | College and university education |
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