Abstract

RUIZ CARRILLO, Edgardo; CRUZ GONZALEZ, José Luis  and  MENDEZ GARCIA, Verónica. Sequential discourse analysis: Non-verbal behavior and its discursive relevance when taking turns in second-language classes. Perfiles educativos [online]. 2018, vol.40, n.160, pp.141-154. ISSN 0185-2698.

The article researches non-verbal behaviors and silence when turns are taken during the discursive sequences of second-language classes. The participants were 15 students and one teacher from the seventh grade of an English-language course at a public Mexican university. The group was recorded, and the data obtained was coded, based on a category system with elements of triadic dialogue, non-verbal actions and length of silences. The results showed a distinction between instructional and evaluative bases: the former led to non-verbal sequences, and the latter to triadic silences and sequences. Nonverbal categories helped maintain a constant discourse, and lengthy silences showed students’ inability to continue with the conversation. We suggest placing greater emphasis on the role of non-verbal language within the context of learning a second language.

Keywords : Discourse analysis; Non-verbal communication; Education and communication; English learning; Student-teacher relationship.

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