How sign language interpreters use multimodal actions to coordinate turn-taking in group work between deaf and hearing upper secondary school students
How sign language interpreters use multimodal actions to coordinate turn-taking in group work between deaf and hearing upper secondary school students
复制标题
手语翻译员如何使用多模式动作来协调聋哑和听力正常高中生之间的小组工作轮流
DOI：
10.1075/intp.00004.ber
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发表时间：
2018
期刊：
影响因子：
1.9
通讯作者：
Sigrid Slettebakk Berge
中科院分区：
文献类型：
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作者：
Sigrid Slettebakk Berge
本研究探讨解释小组工作的情况下，涉及聋人和听力高中学生，使用挪威手语和挪威语口语。研究问题是：手语翻译员如何明确地协调聋人和听力正常学生之间的小组工作对话中的话轮转换？真实的学习情况的视频记录构成的基础上，手语翻译如何使用多模态动作来传达信息，用于聋人和听力学生建立一个共同的关注焦点，从而协调他们的话轮转换的分析。五种类型的行动被反复确定：建设的视觉手势;口译员的输入时间;使用凝视谈判的聋人学生的发言轮流;身体位置的左右移动，以传达信息的听力学生正在发言;和向后向前移动身体位置，以协商共同关注。分析主要借鉴了Goffman（1959，1981），Goodwin（1994，2000，2007）和Wadensjo（1998）提出的概念。讨论探讨了教育口译员的角色设置（Sarangi 2010年，2011年）的影响，和双重责任的s/他履行不仅解释学生的话语，但也明确协调他们的互动。
This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman ( 1959 , 1981 ), Goodwin ( 1994 , 2000 , 2007 ) and Wadensjo (1998) . The discussion examines implications for the educational interpreter’s role set ( Sarangi 2010 , 2011 ), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.