Understanding the paralinguistic features disclosure depicted in the lecturer’s visual modes of writing class instruction
Today’s writing instruction performance is greatly aided by oral and nonverbal communication. This study intends to contextualize the lecturer’s visual modes regarding the paralinguistic features in writing class. Data were gathered from the PSETs’ self-rated questionnaire and the lecturer’s visua...
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| 主要な著者: | , , , , |
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| フォーマット: | 論文 |
| 言語: | English |
| 出版事項: |
Penerbit Universiti Kebangsaan Malaysia
2021
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| オンライン･アクセス: | http://journalarticle.ukm.my/18436/1/44099-173376-2-PB.pdf http://journalarticle.ukm.my/18436/ https://ejournal.ukm.my/3l/issue/view/1447 |
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| 要約: | Today’s writing instruction performance is greatly aided by oral and nonverbal communication. This study
intends to contextualize the lecturer’s visual modes regarding the paralinguistic features in writing class. Data
were gathered from the PSETs’ self-rated questionnaire and the lecturer’s visual modes that were durably video
recorded. Data were analysed using the IBM SPSS version 20 for descriptive and factor analysis, as well as the
ELAN’s software to contextualize the non-verbal linguistic matters. The findings showed that the paralinguistic
features, namely gesture, articulation, and loudness were strongly visible, whereas sonority and facial
expression and lips setting were visible relating to the lecturer’s visual modes (r = .833, n = 243, p<.05).
Meanwhile, Eigenvalue and factorial analysis affirmed two rooted paralinguistic features components of
83.803% (68.128% for component 1 and 15.675% for component 2). Further, ELAN analysis qualitatively
contextualized the lecturer’s visual modes performance corresponding with the meta-discourse taxonomy
through the portrait of the quoted material, dysfluencies, and discourse organization on introducing, delimiting,
adding, and concluding the topic through the normative and pre-planned types of spoken data in the writing
class activities. This study synchronizes the verbal and non-verbal viewpoints regarding both the PSETs and the
lecturer’s understanding of the paralinguistic features in the writing class. |
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