Researching Technology-mediated Multimodal Interaction

International audienceLanguage learners have access to a wide range of tools for communication and interaction through networks, where multiple options exist for creating meaning. This chapter introduces the study of such multimodal meaning‐making for language learning. The study of meaning‐making through the use of technology for mediation has been pursued since the technology became widespread. An overview of multimodality in interaction is offered in the introduction to a Special Issue of Semiotica by Stivers and Sidnell (2005); for multimodality in communication, see Kress (2010); for multimodality in classroom‐based language learning, see Royce (2007) and Budach (2013); for a discussion of digital mediation see Jones and Hafner (2012), and for a summary about technology‐mediated language learning see Hampel (2012). These sources provide a starting point for the investigation of multimodality in language learning, which is relatively recent computer‐assisted language learning (CALL) research. In view of the importance of such meaning‐making resources for learning, this chapter introduces the meaning of “mode” and “multimodality” before introducing the research and theoretical issues in the study of multimodality in language learning. It then describes a corpus‐based approach for studying multimodality in CALL, drawing attention to important methodological factors such as transcription that come into play in conducting such research