Resumen de Gesto e iniciación en la interacción didáctica
This paper analyses gesture as well as prosody and utterance to understand how learning sequences are initiated in the conversation between native and nonnative speakers (NS, NNS). To investigate in it, face-to-face and non-face-to-face situations are compared. Although NNS’s gesture and prosody are not crucial to signal of sequence, NS’s ones function according to types of utterance: these play an important role in reformulation and achievement, but not in different types of repetition. This comes from the fact that these behaviors depend on the interpretation of NNS problematic utterance through his gesture. It is supposed that the initiation of a learning sequence would be subject to visual condition, discourse type, and speaking subject type.
