A multimodal corpus to study videoconference interactions for techno-pedagogical competence in second language acquisition and teacher education
This article aims to describe the construction and annotation of a multimodal and multilingual (French, English, and Mandarin Chinese) corpus for the study of second language acquisition and professional development in language teaching. The corpus was built within a research project whose main obje...
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| Pubblicato in: | URI:https://journals.openedition.org/corpus, |
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| Autori principali: | , , , , |
| Natura: | Article ou chapitre numérique |
| Lingua: | Anglais |
| Pubblicazione: |
Corpus
2023
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| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | This article aims to describe the construction and annotation of a multimodal and multilingual (French, English, and Mandarin Chinese) corpus for the study of second language acquisition and professional development in language teaching. The corpus was built within a research project whose main objective is to determine which techno-semio-pedagogical competencies are developed informally and which ones require formal training. In this paper, we explain the theoretical framework adopted, characterized by an ecological approach to the interactive environment. We subsequently illustrate the procedures for the collection of audio, video and eye-tracking data. We also provide details of the annotation of raw data to produce a corpus of analysis drawing on different automatic and semi-automatic annotation tools. Finally, we explain how such a corpus enables us to study the development of learners’ multimodal competence and tutors’ techno-pedagogical competence and point to some other possible research questions. |
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