Non-lexical vocalisations + “so_was” as a multimodal package in establishing joint decisions in music rehearsals

This study examines non-lexical vocalisations accompanied by the German deictic “so” or “so_was” as a multimodal package in music rehearsals. Focusing on the sequences prior to the performance of a piece, where this practice often occurs, I demonstrate that the multimodal package, vocalisations + “so” or “so_was”, is utilised by participants in the service of establishing a joint decision on how to perform the next part of a musical piece. The analysis shows that participants demonstrate the rhythm in which the next piece should be played and, by seeking their interlocutors’ approval in the next turn, orient to their shared deontic authority with regard to decisions about their joint performance

Cerita (Stories): A Pedagogical Model for Teaching Story Genres to Lower Secondary School Students in Indonesia

Teacher professional learning programs often aim to support teachers to develop new knowledge or instructional practices in order to improve students’ learning outcomes. However, connecting these knowledge and skills to the teachers’ specific context remains a challenge. The gap is even wider in contexts of teaching English as a foreign language (EFL), such as Indonesia, where pedagogical frameworks adopted for English language curriculum have been developed for use in language settings a long way from most EFL situations (see Baker, 2016; Canagarajah, 2016; Chaaban, 2017). As such, the contents of professional learning are commonly perceived as propaganda for vested interests, and unrelated to local classroom realities (Fang, 2012). This study investigates the potential of a professional learning program based on genre theory (after Martin, 1985; Martin & Rose, 2008) a model that underpins the current English language curriculum for secondary school students in Indonesia. The design and implementation of the program in the study are drawn from Reading to Learn (R2L) (Rose & Martin, 2012), a scaffolded approach to literacy education that has developed from systemic functional theory as developed by Halliday and his colleagues (e.g. Halliday, 1975; Halliday & Matthiessen, 2014; Rose & Martin, 2012). The program described in this study offered workshops, supported pedagogy and ongoing dialogue to promote a story-oriented renovation of R2L, incorporating story sharing activities such as multimodal storytelling and scripted performances as an additional learning stage in order to enhance secondary students’ control of writing story genres in English

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested

Interactive Audio Augmented Reality in Participatory Performance

Interactive Audio Augmented Reality (AAR) facilitates collaborative storytelling and human interaction in participatory performance. Spatial audio enhances the auditory environment and supports real-time control of media content and the experience. Nevertheless, AAR applied to interactive performance practices remains under-explored. This study examines how audio human-computer interaction can prompt and support actions, and how AAR can contribute to developing new kinds of interactions in participatory performance.This study investigates an AAR participatory performance based on the theater and performance practice by theater maker Augusto Boal. It draws from aspects of multi-player audio-only games and interactive storytelling. A user experience study of the performance shows that people are engaged with interactive content and interact and navigate within the spatial audio content using their whole body. Asymmetric audio cues, playing distinctive content for each participant, prompt verbal and non-verbal communication. The performative aspect was well-received and participants took on roles and responsibilities within their group during the experience

Inclusive Communication with Augmented Reality for deaf and hard of hearing

UIDB/05021/2020 UIDP/05021/2020Deafness is an often undervalued but increasing problem amongst world’s population. Besides the difficulty in hearing sounds, it involves many cognitive and emotional issues, like learning difficulties, isolation and disempowerment. In this paper, designing artefacts for deaf people is analyzed from two different perspectives: technology and communication science. Regarding technical issues, research shows how Augmented Reality can be applied using screen interfaces or smart glasses translating sounds into visual stimuli; from the communication side, the focus is on storytelling and how it can be combined with the technology referred to engage people, enhance learning activity and create a community. By looking into these two aspects, the suggested approach is to merge them in a conceptual creative project that can be appealing and useful to the public, through the use of interactive storytelling, while also using the visual benefits of an immersive Augmented Reality experience.publishersversionpublishe

OCCASIONED STORYTELLING IN PERSIAN LANGUAGE CLASSROOMS

Ph.D

The Multimodal and Sequential Design of Co-Animation as a Practice for Association in English Interaction

This thesis describes the understudied interactional practice of co-animation: during the development of an activity in conversation, a speaker incorporates an animation -i.e. a quote, or (re)enactment - and a co-participant responds, pre-emptively, or in the contiguous turn, with a completion or continuation of the animation of the same figure. Based on the study of 89 co-animation sequences found in 10 hours of video-recordings of naturalistic English interaction between friends, relatives or co-workers, this thesis adopts the theoretical and methodological tenets of Conversation Analysis and Interactional Linguistics to describe the multimodal, sequential, and relational organisation of this practice. This thesis analyses how participants mark the shift from the here-and-now into the animation space, and how co-participants make their contributions both hearable as coherent with prior animations, and as fitted affiliative responses that further the ongoing course of action. Lexico-grammatical, phonetic, and gestural-postural resources are analysed for their interactional import in their concurrent framing of animation and the display of stance and conditional relevance. The organisation of resources in responsive co-animations is found to be positionally-sensitive, with co-participants negotiating agency and epistemic access and entitlement differently relative to the onset of co-animation and to the stage in the ongoing activity. The scrutiny of the situated deployment of co-animation in the social activities of troubles-tellings/complaint stories on the one hand, and teasing/joint fictionalisation on the other, reveals how co-animation contributes to the process of association, that is, the building of single momentary units of participation (collectivities). Co-participants are found to team up around what is presented as a shared stance, values, and identity, against absent but invoked behaviours or individuals engaging in moral transgressions, by jointly “doing being” the same voice

Rhythmical coordination of performers and audience in partner dance. Delineating improvised and choreographed interaction

This paper explores rhythm in social interaction by analysing how partner dancers and audience members move together during a performance. The analysis draws an empirical distinction between choreographed and improvised movements by tracking the ways participants deal with variations in the projectability and contingencies of upcoming movements. A detailed specification of temporal patterns and relationships between rhythms shows how different rhythms are used as interactional resources. Systematic disruptions to their rhythmical clapping show how audience members work with dancers to sustain the accountability and relevance of mutual coordination; this reveals how dancers initiate, sustain and complete distinct phases of spontaneous movement as embodied social action

Proceedings of the VIIth GSCP International Conference

The 7th International Conference of the Gruppo di Studi sulla Comunicazione Parlata, dedicated to the memory of Claire Blanche-Benveniste, chose as its main theme Speech and Corpora. The wide international origin of the 235 authors from 21 countries and 95 institutions led to papers on many different languages. The 89 papers of this volume reflect the themes of the conference: spoken corpora compilation and annotation, with the technological connected fields; the relation between prosody and pragmatics; speech pathologies; and different papers on phonetics, speech and linguistic analysis, pragmatics and sociolinguistics. Many papers are also dedicated to speech and second language studies. The online publication with FUP allows direct access to sound and video linked to papers (when downloaded)