13 research outputs found
The Organization of Transitions between Observing and Teaching in the Budo Class
In diesem Beitrag beschĂ€ftigte ich mich mit den multimodalen Strategien, die Judo- und Jiu-jitsu-Lehrer/innen anwenden fĂŒr ĂbergĂ€nge zwischen einem nur beobachtenden hin zu einem lehrenden Modus. Der Untersuchung zugrunde liegt Videomaterial von drei Gruppen von Judo-AnfĂ€nger/innen und zwei fortgeschrittenen Gruppen, in denen brasilianisches Jiu-jitsu vermittelt wurde, beide Male aufgezeichnet in Finnland: im ersten Fall im Herbst 2013, im zweiten im Herbst 2015. Kommunikative ĂbergĂ€nge aufseiten der Lehrenden wurden einer multimodalen Konversationsanalyse unterzogen, und deren sequenzielle Organisation wird im Folgenden vorgestellt, ebenso, in welcher Weise Partizipation im Verlauf dieser ĂbergĂ€nge sich verĂ€ndert hat bzw. verĂ€ndert wurde. Die Ergebnisse legen nahe, dass die Transitionssequenzen sich multimodal und kollaborativ vollziehen. Die Lehrenden sind zwar verantwortlich fĂŒr das Geschehen in den Gruppen, aber das In-situ-Management ist sehr weitgehend abhĂ€ngig von den Lernenden und deren körperlichem Vollzug des Erlernten.This article is an illustration of the multimodal way in which judo and Brazilian jiu-jitsu teachers manage activity transitions from observing the students to teaching them. The data is collected from three beginner-level judo classes, filmed in Finland in autumn 2013, and two intermediary level Brazilian jiu-jitsu classes, filmed in Finland in autumn 2015. Different communicative moves employed by the teachers are examined through multimodal conversation analysis, and the sequential organization of these moves is presented in the analysis. The way participation changes, and is changed, during these transition sequences is also discussed. The findings indicate that these transition sequences are deeply multimodal and collaborative by nature. The teacher may be pedagogically responsible for the class, but the in-situ management of the transitions is largely dependent on the students and their embodied conduct
Kielioppia ajassa ja vuorovaikutuksessa
Arvioitu teos
Yael Maschler, Simona Pekarek Doehler, Jan Lindström & Leelo Keevallik (toim.): Emergent syntax for conversation. Clausal patterns and the organization of action. Studies in Language and Social Interaction 32. Amsterdam/Philadelphia: John Benjamins 2020. 343 s. isbn 9789027204431
The organization of transitions between observing and teaching in the budo class
Abstract
This article is an illustration of the multimodal way in which judo and Brazilian jiu-jitsu teachers manage activity transitions from observing the students to teaching them. The data is collected from three beginner-level judo classes, filmed in Finland in autumn 2013, and two intermediary level Brazilian jiu-jitsu classes, filmed in Finland in autumn 2015. Different communicative moves employed by the teachers are examined through multimodal conversation analysis, and the sequential organization of these moves is presented in the analysis. The way participation changes, and is changed, during these transition sequences is also discussed. The findings indicate that these transition sequences are deeply multimodal and collaborative by nature. The teacher may be pedagogically responsible for the class, but the in-situ management of the transitions is largely dependent on the students and their embodied conduct
The multimodal and collaborative aspects of demonstrations in the teaching of budo sports
Abstract
This dissertation, and the three original articles on which it is based, explore the nature of teaching physical skills in the particular context of three budo sports: judo, Brazilian jiu-jitsu, and aikido. In particular, this dissertation examines the way demonstrations of budo techniques are conducted in collaboration between the teachers, their partners and the students. Particular focus is on âwhole class demonstrationsâ, situations where all the participants in the class are gathered in a shared participation framework, either to observe the demonstration or perform in it. This dissertation reveals how and by whom demonstrations are conducted by examining their depictive, supportive and annotative aspects. By using video recordings of naturally-occurring budo demonstrations and employing a multimodal conversation analytic method, the âdemonstrationâ is defined as a social event comprising of a physical depiction and context-establishing interactional aspects.
The three original articles introduce and examine interactional phenomena directly related to the aforementioned three aspects. The first article explores the employment of communicative moves necessary to establish the physical, temporal and participatory space for the demonstration. The second article explores the way in which the teacher and the partner can facilitate easier observation of the technique through interactional parsing, the return-practice and phase-clarifying actions. The third article explores the interaction between the teacher and the partner, by illustrating the different modalities in which the partner can be guided through the demonstration.TiivistelmÀ
TĂ€mĂ€ vĂ€itöskirja, sekĂ€ kolme alkuperĂ€istĂ€ tutkimusartikkelia joihin se perustuu, tutkivat fyysisten taitojen opetusta kolmen budolajin, judon, Brasilialaisen jujutsun ja aikidon kontekstissa. VĂ€itöskirja perehtyy multimodaalisiin ja kollaboratiivisiin tapoihin, joilla budo-opettajat, heidĂ€n partnerinsa, ja oppilaansa esittelevĂ€t budotekniikoita koko luokan kattavissa demonstraatiossa, eli tilanteissa, joissa jokainen osallistuja on osa yhteistĂ€ osallistujuuskehikkoa, joko tekniikka suorittamassa tai seuraamassa. VĂ€itöskirja paljastaa kuinka, ja kenen toimesta demonstraatiot toteutetaan tarkastelemalla niiden esittĂ€viĂ€, tukevia, ja selvittĂ€viĂ€ piirteitĂ€. VĂ€itöskirja hyödyntÀÀ multimodaalisen keskustelunanalyysin tutkimusmetodia ja mÀÀrittÀÀ âdemonstraationâ sosiaalisena tapahtumana, joka muodostuu kehollisesta nĂ€ytöstĂ€ ja kontekstia-rakentavista vuorovaikutuksellista piirteistĂ€.
VÀitöskirjan kolme alkuperÀistÀ tutkimusartikkelia tarkastelevat yllÀmainittuihin kolmeen demonstraation piirteeseen liittyviÀ vuorovaikutuksen ilmiötÀ. EnsimmÀinen artikkeli tarkastelee kommunikatiivisia siirtoja, joita hyödynnetÀÀn, kun luodaan demonstraatioiden vaatima fyysinen ja ajallinen tila sekÀ osallistumiskonfiguraatio. Toinen artikkeli tutkii opettajien ja heidÀn partnereidensa hyödyntÀmiÀ budotekniikan tarkkailua helpottavia vuorovaikutuksellisia ilmiötÀ: vuorovaikutuksellista jÀsentÀmistÀ, paluu-kÀytÀnnettÀ, sekÀ budotekniikan vaiheita selventÀviÀ toimintoja. Kolmas artikkeli perehtyy erityisesti opettajan ja tÀmÀn partnerin vÀliseen vuorovaikutukseen paljastamalla eri modaliteetit, joilla partneria voidaan ohjata demonstraation aikana
Pointing gestures as embodied resources of references, requests and directives in the car
This thesis studies the different ways the driver uses pointing gestures as resources of embodied references, requests and directives, as well as how these gestures are modified to ensure the successful transfer of meaning to the recipient even when facing the challenges of mobility and multitasking which are essentially inherent in the conversational setting of the car. Specific focus is on the pointing gestureâs witnessability, duration, domain of scrutiny, and the apex location in relation to the verbal resources used.
As a source of data, this thesis employs three corpora of naturally occurring, conversation. The Habitable Cars corpus features mostly native English speakers, the Talk&Drive corpus features speaker from several different nationalities and languages, and the Kokkola corpus features only native Finnish speakers. Keeping in with the research methods of conversation analysis, transcripts of the conversation situations are provided and serve as a source of analysis.
The main finding of this research is that in order to distinguish pointing gestures used for referring, requesting and directing from each other, the driver modifies the gestureâs witnessability. Pointing gestures used for referring tend to be the shortest in duration and the least witnessable from the recipientâs point of view. Pointing gestures used for directing tend to the longest in duration and the most witnessable, with the requesting gestures falling somewhere between these two extremes. Factors such as urgency and the increased need to multitask between talking and driving also have an effect on the gestureâs delivery, increasing or decreasing the overall witnessability of the gesture depending on the situation, and sometimes blurring the line between the three social actions examined in this thesis. However, the embodied resources used for performing the three social actions are distinguishable from each other and the initial categorization is justifiable.
This thesis continues the research into gesture witnessability, and itâs importance in prioritization and acquisition of the referent. However, this thesis moves the concept of witnessability away from the world of âprofessional visionâ, and further develops it by examining its interplay with the verbal resources, gesture duration and domain of scrutiny.Tutkimus kĂ€sittelee auton kuljettajan osoittavia eleitĂ€ kehollisina resursseina kolmen sosiaalisen toiminnon, viittaamisen, pyytĂ€misen, ja kĂ€skemisen, toteuttamisessa. Tutkimuksessa tarkastellaan myös, miten eleitĂ€ muokataan, jotta ne vĂ€littĂ€isivĂ€t toiminnon viestin vastaanottajalle myös silloin kun ympĂ€ristön haasteellisuus lisÀÀntyy. Haasteellisuutta voivat lisĂ€tĂ€ muun muassa mobiliteetti tai lisÀÀntynyt tarve tuottaa useita rinnakkaisia toimintajaksoja. Tutkimus keskittyy erityisesti eleen havaittavuuteen ja kestoon, eleen luomaan tarkkailun alueeseen (domain of scrutiny) sekĂ€ sen huipentuman sijaintiin suhteessa verbaalisiin resursseihin.
Tutkimusaineistona on kÀytetty kolmea korpusta, jotka sisÀltÀvÀt luontaista keskustelua. Habitable Cars -korpus sisÀltÀÀ enimmÀkseen ÀidinkieleltÀÀn englanninkielisiÀ puhujia, Talk&Drive-korpus useamman eri kielen edustajia, ja Kokkola-korpus yksinomaan suomenkielisiÀ puhujia. Keskusteluanalyyttisen tutkimuksen periaatteita noudattaen keskustelutilanteista on tuotettu transkriptiota, jotka toimivat analyysin lÀhteenÀ.
TÀrkeimpÀnÀ löydöksenÀ voitaneen pitÀÀ sitÀ, ettÀ kuljettaja muokkaa ensisijaisesti eleen havaittavuutta erottaakseen keholliset viittaukset, pyynnöt ja kÀskyt toisistaan. Kehollisten viittausten osoittava ele on kestoltaan lyhyin ja havaittavuudeltaan pienin, kun taas kÀskyyn kÀytetty ele on kestoltaan pisin sekÀ havaittavuudeltaan suurin. Pyyntöihin kÀytetyt eleet ovat kestoltaan ja havaittavuudeltaan nÀiden kahden vÀlimaastossa. Tilanteen kiireellisyys sekÀ rinnakkaiset toimintajaksot voivat vaikuttaa eleen havaittavuuteen joko lisÀten tai vÀhentÀen sitÀ sekÀ usein hÀmÀrtÀen rajoja kolmen tarkastellun sosiaalisen toiminnon vÀlillÀ. TÀstÀ huolimatta tarkasteltujen kolmen toimintokategorian eleet ovat erotettavissa toisistaan. TÀten alkuperÀinen kategorisointi on oikeutettu.
TÀmÀ tutkimus on jatkoa aiemmille tutkimuksille eleen havaittavuudesta sekÀ sen vaikutuksesta kohteen löytÀmiseen ja priorisointiin. Tutkimuksessa havaittavuuden kÀsite kuitenkin siirretÀÀn niinkutsutun ammattinÀön piiristÀ lÀhemmÀs arkipÀivÀÀ. LisÀksi havaittavuuden kÀsitettÀ syvennetÀÀn tutkimalla sen suhdetta ja vuorovaikutusta verbaalisiin resursseihin, eleen kestoon sekÀ tarkkailun alueeseen
What âsilver surfersâ can teach us: exploring digital skills courses for older adults
Having the necessary skills for staying in contact with friends and relatives through digital devices is crucial in todayâs world. As the current COVID-19 pandemic shows, this holds especially true for the elderly. Being quarantined and restricted from physically meeting people, various communication technologies are more important than ever for staying social and informed on current events. In nursing homes, staff members are now finding new ways for staying in touch with family members by assisting residents in making video calls with mobile devices.
But what if elderly people cannot rely on personal assistance for accessing these alternative means of communication? This raises the general question of how older people can and do learn to use such technologies. Although the internet is full of guides and instructional videos on how to use smartphones or tablets, they are a cold comfort to someone who may not even know what an internet browser is.
Especially for digital newcomers, the tried and true method of face-to-face instruction is invaluable. While many older people turn to their children or grandchildren for help in all things digital, courses specifically tailored for elderly users are also increasingly popular.
More and more governmental initiatives and associations indeed acknowledge the already existing interest of elderly citizens in digital tools and their growing need to receive customized training (e.g. âSeniorSurfâ and âKansalaisen digitaidotâ in Finland or âSilver Tippsâ in Germany). For a researcher of social interaction, these courses can also provide a valuable window for discovering what it looks and sounds like to learn to use essential but sometimes alien technologies