期刊名称：KEMANUSIAAN : The Asian Journal of Humanities
印刷版ISSN：1394-9330
电子版ISSN：1985-8353
出版年度：2019
卷号：26
期号：1
页码：1-23
出版社：Universiti Sains Malaysia Press
摘要：Classroom communication involves the integration of various semiotic modes
which is linked to particular meanings, like teacher-student relationships or interpersonal
meanings. This study investigates the different semiotic resources used in an Indonesian
science classroom and the power relations manifested in the classroom through the
analyses of different semiotic modes. The present study employed a qualitative case study
based on Multimodal Critical Discourse Analysis. The data were recorded videos of a
science lesson in a private school located in Lembang, West Java, Indonesia. The data were
analysed using the framework of negotiation developed in Systemic Functional Linguistics
to investigate language use, spatial pedagogy and gaze. The study found that the observed
teacher predominantly produced speech functions in the forms of questions (40 percent),
statements (28 percent) and commands (18 percent) while her students predominantly
produced answers (49 percent) and questions (26 percent) during the interactions. In terms
of space, the teacher occupied authoritative, personal and interactional spaces while the
students mostly occupied the interactional space. With regard to gaze, the teacher’s gaze
was directed at the students, the objects under discussion and the books, while her students
directed their gaze at the teacher, the objects under discussion and the books. These
findings reflect a dynamic pedagogy. While the observed teacher maintains her authority
most of the time, she focuses on building a rapport or a certain solidarity with her students
as reflected in her use of the semiotic resources.
关键词：politeness; face;threatening; language and culture; ethnic
background; Oprah talk show
