Multimodal Conversation Analysis on the Instructions of Physical Skills: Focusing on the Initiation of Corrections seen in the Japanese Noh dance Practice

Abstract

This study aims to clarify the features of instructor’s verbal and nonverbal behaviors and learners’ reactions in correction sequences by observing the interactions in a classroom practicing the Japanese Noh dance, focusing on the initiation of the sequences. It uses multimodal conversation analysis to examine video-recorded data. Results show that, first, the instructor starts a correction sequence by using assessments, directions, or deixis to identify problems with the learner’s bodily movements. Second, the learners are observed to show understanding by imitating the instructor’s movements simultaneously or after the instructor’s demonstration.