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Communication Dans Un Congrès Année : 2012

Educational television programmes: towards greater modal complexity

Gaëlle Ferré

Résumé

The paper aims at examining the mode complexity of a French educational television programme, targeting children aged 8 to 14. Previous work has shown the importance of gesture and object handling in learning (Wagner Cook & Goldin-Meadow, 2006) and in interaction more generally speaking (Norris, 2011; Goodwin, 2007). Since television does not allow direct interaction between the audience and the hosts, the links between object handling in "real life" setting and model handling in the recording studio are made explicit in the programme. This has an impact on other co-verbal gesturing with a predominance of pointing, but also of metaphoric gestures of discourse organisation and emblematic gestures calling for attention, instead of the iconic gestures that would be expected a learning environment. The interconnection between two different settings is also mirrored in prosody with a combination of different voices: whereas the speech of the hosts shows some features of motherese (Snow & Ferguson, 1977; Gogate, 2000), the speech of the guests interviewed in the "real life" setting does not have any characteristic of speech addressed to children at least from a prosodic point of view. The complexity of the programme is also present in its modal organisation since it mixes sequences of archive films and series of pictures and paintings which gives it a particular rhythm from rapid sequences to slower ones, and also participates in the blending of time from black and white films to present day action. References * Gogate L., et al., 2000. Study of Multimodal Motherese: The Role of Temporal Synchrony between Verbal Labels and Gestures, Child Development 71(4), pp. 878-894. * Goodwin, C., 2007. Environmentally Coupled Gestures. In: S. Duncan, et al. (Eds.), Gesture and the Dynamic Dimensions of Language. John Benjamins, Amsterdam/Philadelphia, pp. 195-212. * Norris, S., 2011. Three hierarchical positions of deictic gesture in relation to spoken language: a multimodal interaction analysis. Visual Communication 10(2), 129-147. * Snow, C. E. and Ferguson, C. A. (Eds), 1977, Talking to Children: Language Input and Acquisition. Cambridge: Cambridge University Press * Wagner Cook, S., Goldin-Meadow, S., 2006. The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? Journal of Cognition and Development 7(2), 211-232.

Domaines

Linguistique
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Dates et versions

hal-00726273 , version 1 (29-08-2012)

Identifiants

  • HAL Id : hal-00726273 , version 1

Citer

Gaëlle Ferré. Educational television programmes: towards greater modal complexity. 6-ICOM, 2012, London, United Kingdom. ⟨hal-00726273⟩
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