STRATEGIES OF PEDAGOGICAL INTERACTION IN MULTIMODAL PERSPECTIVE

Abstract

The article examines a problem of strategies of pedagogical interaction in a multimodal perspective applied by a teacher. Classroom interaction regarded as subject-oriented interaction is characterized as a process that has certain conventional restrictions, concerning all its participants (subjects), and also requires the coordination of a set of modalities. Analysis of video clips of foreign language classes in higher school setting shows that the teacher uses a whole range of interactive strategies that correlate with the main components of the interactive IRF model (initiation – reaction – response). These strategies cause complex reactions of students, which can lead to different outcomes of educational situations: from successful solution of the educational task to lack of results. The selection of strategy components allows to identify micro-stages of interaction in which there is an imbalance of modal expression and makes it possible to adjust them.