Multimodal Perspectives on Explaining
| Number: | P79 |
| Organizer: | Spreckels, Janet |
| Co-Organizer: | Christiane Hohenstein |
| Abstract: | |
| With life-long learning becoming the educational norm in many societies, explaining as a competence is highly in demand. Whereas previous studies have already shed light on certain forms of explaining within professional discourse scenarios – e.g. in the context of academic presentations (Hohenstein 2006) and doctor-patient interactions – we will expand this investigative focus to include both institutional and non-institutional scenarios. We will look at settings with different knowledge distribution (instructor-student relationship, group learning, etc.) and the various forms of interactivity and co-operation that develop during practically every process of explaining (cf. Spreckels 2009). In all settings, our concern is especially with the multimodality of explanation as determined by 1) environmental and institutional factors such as location (training centres, classrooms, family homes, the outdoors etc.); 2) equipment such as the combination of white boards, overhead projectors, books, student notes as found in many high schools (see Pitsch/Ayass 2008); 3) multimodal practices and communicative resources such as gestures, mimics, gaze; 4) multimodal practices and communicative resources in intercultural settings. We aim to describe and illuminate the interplay between these multimodal factors and their relative effects on the explaining process as a whole. Hohenstein, Christiane (2006): Erklärendes Handeln im Wissenschaftlichen Vortrag. Ein Vergleich des Deutschen mit dem Japanischen. München: Iudicium. Pitsch, Karola/ Ayass, Ruth (2008): „Gespräche in der Schule. Interaktion im Unterricht als multimodaler Prozess.“ In: Willems, Herbert (Hg.): Lehr(er)buch Soziologie. Wiesbaden: Verlag für Sozialwissenschaften, 959-982. Spreckels, Janet (2009): Erklären im Kontext. Neue Perspektiven aus der Gesprächs- und Unterrichtsforschung. Hohengehren: Schneider. |
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