Managing English Young Learners’ Classroom Activities through Gestures: A Multimodal Perspective
Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures w...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Widia Yunita [verfasserIn] Fuad Abdullah [verfasserIn] Meli Mellan [verfasserIn] Arini Nurul Hidayati [verfasserIn] Havid Ardi [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Indonesisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Jurnal Obsesi - Universitas Pahlawan Tuanku Tambusai, 2017, 6(2022), 4, Seite 2962-2973 |
|---|---|
| Übergeordnetes Werk: |
volume:6 ; year:2022 ; number:4 ; pages:2962-2973 |
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| DOI / URN: |
10.31004/obsesi.v6i4.2007 |
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DOAJ059390379 |
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| 520 | |a Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. | ||
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10.31004/obsesi.v6i4.2007 doi (DE-627)DOAJ059390379 (DE-599)DOAJ48c140b6c0ef41558da27c037324ff80 DE-627 ger DE-627 rakwb eng ind LC8-6691 Widia Yunita verfasserin aut Managing English Young Learners’ Classroom Activities through Gestures: A Multimodal Perspective 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. classroom management gestures multimodal perspective teaching english to young learners (teyl) Special aspects of education Fuad Abdullah verfasserin aut Meli Mellan verfasserin aut Arini Nurul Hidayati verfasserin aut Havid Ardi verfasserin aut In Jurnal Obsesi Universitas Pahlawan Tuanku Tambusai, 2017 6(2022), 4, Seite 2962-2973 (DE-627)1760632007 25498959 nnns volume:6 year:2022 number:4 pages:2962-2973 https://doi.org/10.31004/obsesi.v6i4.2007 kostenfrei https://doaj.org/article/48c140b6c0ef41558da27c037324ff80 kostenfrei https://obsesi.or.id/index.php/obsesi/article/view/2007 kostenfrei https://doaj.org/toc/2549-8959 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 6 2022 4 2962-2973 |
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Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. |
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Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. |
| abstract_unstemmed |
Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily. |
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Managing English Young Learners’ Classroom Activities through Gestures: A Multimodal Perspective |
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https://doi.org/10.31004/obsesi.v6i4.2007 https://doaj.org/article/48c140b6c0ef41558da27c037324ff80 https://obsesi.or.id/index.php/obsesi/article/view/2007 https://doaj.org/toc/2549-8959 |
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Fuad Abdullah Meli Mellan Arini Nurul Hidayati Havid Ardi |
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Fuad Abdullah Meli Mellan Arini Nurul Hidayati Havid Ardi |
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LC - Social Aspects of Education |
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10.31004/obsesi.v6i4.2007 |
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LC8-6691 |
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2024-07-03T23:14:28.330Z |
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