Face Issues in Second Language Teaching via Videoconferencing: The Role of the Smile as a Co-Verbal Semiotic Resource

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8

Videoconferencing; Second Language Learning; Second Language Instruction; Semiotics; Online Courses; Teaching Methods; Teacher Student Relationship; Emotional Response; Nonverbal Communication; Graduate Students; French; Foreign Countries; Preservice Teachers; Intercultural Communication; Tutoring; Computer Mediated Communication

France; Denmark; Italy

Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

As Provided

2022

ED617963