Body language in Face-to-Face Teaching: A Focus on Textual and Interpersonal Meaning

Hood, S

Body language in Face-to-Face Teaching: A Focus on Textual and Interpersonal Meaning

Hood, S

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Publisher:: Continuum International Publishing Group
Publication Type:: Chapter
Citation:: Semiotic margins: Meaning in multimodalities, 2011, 1, pp. 31 - 52
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Hood, S https://orcid.org/0000-0001-8171-423X	en_US
dc.contributor.editor	Dreyfus, S	en_US
dc.contributor.editor	Hood, S https://orcid.org/0000-0001-8171-423X	en_US
dc.contributor.editor	Stenglin, M	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Semiotic margins: Meaning in multimodalities, 2011, 1, pp. 31 - 52	en_US
dc.identifier.isbn	9781441173225	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14418
dc.description.abstract	The rapid expansion of computer-llH.:diated interaction in pedagogic COli texts has focused much critical attentioIl on the modalities or ('-I<';lcliillg and e-learning, suggesting an array of 'new' modes of inter acti 011. AI. the .sallie time, however, there has also been much renewed interest ill the Ilillililllodaiity of \vhat is sometimes disillissivcly referred to as the 'traditiollal' face-to-I"are classroom. Face-to-taCt~ classrooms arc 110\,·/ recognized as most l"olllpkx pcd~ agogic sites involving simultaneolls engagements with at k,lst the Illodalities or speech, written texts, visuals, space and bod-y language, including beial expression and gaze (Kress et a1. 2001, Jcwitt 2008, Bourne ~OO:~, LUlld ~007). The analyses in this chapter focus in particular on the modalities or speech and body language.	en_US
dc.publisher	Continuum International Publishing Group	en_US
dc.relation.ispartof	Semiotic margins: Meaning in multimodalities	en_US
dc.title	Body language in Face-to-Face Teaching: A Focus on Textual and Interpersonal Meaning	en_US
dc.type	Chapter
utslib.location	London, UK	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	London, UK	en_US

Abstract:

The rapid expansion of computer-llH.:diated interaction in pedagogic COli texts has focused much critical attentioIl on the modalities or ('-I<';lcliillg and e-learning, suggesting an array of 'new' modes of inter acti 011. AI. the .sallie time, however, there has also been much renewed interest ill the Ilillililllodaiity of \vhat is sometimes disillissivcly referred to as the 'traditiollal' face-to-I"are classroom. Face-to-taCt~ classrooms arc 110\,·/ recognized as most l"olllpkx pcd~ agogic sites involving simultaneolls engagements with at k,lst the Illodalities or speech, written texts, visuals, space and bod-y language, including beial expression and gaze (Kress et a1. 2001, Jcwitt 2008, Bourne ~OO:~, LUlld ~007). The analyses in this chapter focus in particular on the modalities or speech and body language.

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http://hdl.handle.net/10453/14418