Examining Japanese Teachers of English use of classroom space, gaze, and gesture when teaching English in English

检查日本英语教师在用英语教授英语时对课堂空间、目光和手势的使用情况

• 批准号: 19K00908
• 负责人: アムンルド トーマス
• 金额: $ 1.75万
• 依托单位: Nara University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2019
• 资助国家: 日本
• 起止时间: 2019-04-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-19K00908/
• 关键词: SFL; MDA; Legitimation Code Theory; embodied pedagogy; LCT Semantics; LCT Autonomy; JTEs; Semantic Gravity; pedagogic register; secondary school English; multimodality; classroom observation; English Education

In 2022 I completed the final analysis of data from my first teacher participant, resulting in a book chapter submitted at the end of December 2022. In this update to my analysis from 2021, I added the analysis of how this teacher used PowerPoint, which is analyzed as a digital semiotic modality following Lim (2021) and others, and how he utilized this to textually organize his lesson. I also analyzed more excerpts from this teacher's data for publication, and problematized the lack of opportunities for student output in his lessons. Beyond this, I also continued and extended the analysis of data from my second teacher participant, which I have presented and will be continuing to analyze and hopefully publish in AY2023 and beyond.

2022年，我完成了对第一位教师参与者数据的最终分析，并于2022年12月底提交了一本书的章节。在我对2021年分析的更新中，我增加了对这位教师如何使用PowerPoint的分析，PowerPoint被分析为Lim（2021）和其他人之后的数字符号形式，以及他如何利用它来组织他的课程。我还分析了更多的摘录，从这位教师的数据出版，并质疑缺乏机会，学生输出在他的教训。除此之外，我还继续并扩展了对第二位教师参与者的数据分析，我已经介绍了这些数据，并将继续分析，并希望在2023年及以后发表。