Eine Gesprächsanalytische Untersuchung zur L2 Klasseninteraktion von DaF-Lernern im Sekundarbereich

Abstract

The present work examines the naturally occurring classroom interaction in German as a foreign language lesson in a private Turkish secondary school using conversation analysis. Our data is based on video recordings, the length of which is 8 hours and 19 minutes, as well as their transcripts. The first unmotivated look at the data revealed a pronounced use of multimodal teacher actions. After narrowing the literature search in this direction, it was found that there are only a few works in this regard. However, various studies in English-speaking countries have identified the use of gestures and nonverbal behaviors as important communication strategies in the language learning process. Based on extensive analyzes as part of this work, various multimodality phenomena were identified that are associated with the teacher's pedagogical orientations. Multimodal resources (pointing index fingers, opening hands to the side, and tilting the head to the side) are used by the teacher to support explanations and clarify gaps in knowledge, as well as to encourage students to self-repair by drawing their attention to their erroneous utterances. Based on the findings, it is shown how the teacher uses various gestures with certain interactional orientations to accompany speech or stand alone, and how these embodied resources become important to the learners when dealing with linguistic errors within class interaction. Furthermore, it was found that multimodal actions have a visual trigger function and significantly influence educational classroom interaction. Overall, the results of this study provide insights into the practical implementation of multimodal activities in the classroom and provide recommendations for promoting interaction in the classroom.