2024/12/10 by Nicholas Glasson, Katherine Halley · 1 voice
Arts and Humanities · Psychology · #Language, Discourse, Communication Strategies #Language, Metaphor, and Cognition #EFL/ESL Teaching and Learning
paper · pdf · doi:10.1080/19463014.2024.2408421
openalex publication_date 2024/12/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15
This mixed-methods study explores Embodied Resources (ERs) in an online, triadic task involving 52 candidates within the Common European Framework of Reference for Languages (CEFR) B2˗C1 range of language proficiency. Mean comparisons and correlations were used to explore the relationship between ER use and proficiency level. An applied Conversation Analysis approach was used to explicate specific sequences of conversational repair where ERs were evident. Findings suggest no significant correlation between proficiency and ER frequency but support the view that ERs are co-ordinated with verbal resources. This raises questions as to how language testers might approach the interplay of ERs and interactional practices.