Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms
• Vocalizing and gesticulating as bodily dynamics are coordinated with socio-cultural artifacts and environmental affordances in constructing sense-making activity. • Recontextualization as sense-making activity mobilizes integrated speech-gesture-environment interactivity in the meaning making and...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Shi, Dan [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2022 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Experimental investigation of Direct Carbon Fuel Cell fueled by almond shell biochar: Part II. Improvement of cell stability and performance by a three-layer planar configuration - Elleuch, Amal ELSEVIER, 2013, an international research journal, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:71 ; year:2022 ; pages:0 |
| Links: |
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| DOI / URN: |
10.1016/j.linged.2022.101102 |
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Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms |
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• Vocalizing and gesticulating as bodily dynamics are coordinated with socio-cultural artifacts and environmental affordances in constructing sense-making activity. • Recontextualization as sense-making activity mobilizes integrated speech-gesture-environment interactivity in the meaning making and semiotic process of teacher talk. • The speech-gesture-environment interactivity localizes, objectifies, and visualizes the key ideas that guide and facilitate the students’ learning and understanding. |
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• Vocalizing and gesticulating as bodily dynamics are coordinated with socio-cultural artifacts and environmental affordances in constructing sense-making activity. • Recontextualization as sense-making activity mobilizes integrated speech-gesture-environment interactivity in the meaning making and semiotic process of teacher talk. • The speech-gesture-environment interactivity localizes, objectifies, and visualizes the key ideas that guide and facilitate the students’ learning and understanding. |
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• Vocalizing and gesticulating as bodily dynamics are coordinated with socio-cultural artifacts and environmental affordances in constructing sense-making activity. • Recontextualization as sense-making activity mobilizes integrated speech-gesture-environment interactivity in the meaning making and semiotic process of teacher talk. • The speech-gesture-environment interactivity localizes, objectifies, and visualizes the key ideas that guide and facilitate the students’ learning and understanding. |
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