This study draws on multimodal conversation analysis to emically account for moments in second language (L2) English interaction in which speakers appear to be visualizing text as they talk. One way they do this is by slotting out elements of a turn-in-progress in the air, shifting their hand in a slotting gesture from left to right as they say each word to display to their recipient that they are visualizing certain elements of the turn. In other cases, participants use their fingers to ‘write’ elements of the turn-in-progress on their palms or in the air. The embodied practices of visualizing a turn component by component as it is formulated therefore make public the temporality of its in situ grammatical production. These multimodally accomplished visualizations also provide the speaker with access to a recalled text that helps them produce the spoken equivalent. The study suggests that English-as-a-foreign language (EFL) learners may therefore support their spoken interaction by visualizing written grammar or lexical items, and that multimodal practices such as the precision-timed deployment of gaze and gesture make a seemingly intrapsychological process like visualization a social matter. The data are taken from a corpus of 94 video-recorded paired discussion tests among EFL learners whose first language (L1) was Japanese.

中文翻译：

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可视化紧急转弯构造：边说边看写作

本研究利用多模态对话分析来从第二语言 (L2) 英语交互中解释说话者似乎在说话时可视化文本的时刻。他们做到这一点的一种方法是，在空中划出一个回合中的元素，在他们说出每个单词时以划出的手势从左到右移动他们的手，以向他们的接收者显示他们正在可视化其中的某些元素转动。在其他情况下，参与者用他们的手指在他们的手掌或空中“写”上交的元素。因此，在形成时逐个组件地可视化转折组件的具体实践公开了其就地语法生产的时间性。这些多模式完成的可视化还为说话者提供了对回忆文本的访问，这有助于他们产生口语等价物。该研究表明，英语作为外语 (EFL) 学习者可能因此通过可视化书面语法或词汇项目来支持他们的口语互动，并且多模态实践（例如凝视和手势的精确定时部署）形成了一个看似内在的心理过程就像可视化是一个社会问题。这些数据取自第一语言 (L1) 为日语的 EFL 学习者的 94 个视频记录配对讨论测试的语料库。并且诸如凝视和手势的精确定时部署等多模态实践使像可视化这样的看似内在的心理过程成为社会问题。这些数据取自第一语言 (L1) 为日语的 EFL 学习者的 94 个视频记录配对讨论测试的语料库。并且诸如凝视和手势的精确定时部署等多模态实践使像可视化这样的看似内在的心理过程成为社会问题。这些数据取自第一语言 (L1) 为日语的 EFL 学习者的 94 个视频记录配对讨论测试的语料库。