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TABLE 2. Visually Constructed Dialogue Location of Initiation Regulators Teacher Page 10 Page 16 Page 20 Page 24 Page 28 Page 32 1 Wave Wave Tap Hand up Tap sharply Push 2 Wave Wave Wave Wave Wave nla 3 Wave Wave 0 0 0 0 4 0 0 0 0 0 0 5 0 0 0 0 0 0 CONCLUSION The two findings, regardless of the teacher's own dependence on visual and/or auditory stimuli and the instructional mode of communication (MCE or ASL), are as follows: First, when teachers read written-English stories aloud, as opposed to telling stories without English text, they did not re-create their story and, thus, did not establish visual, interpersonal involvement with their students. Second, when they did not read the book aloud, they would re-create the story and use visual and tactile initiation regulators, even though the characters were assumed to be hearing. As previous studies have shown, whether the addressee can hear or not, the signer (unlike a speaker) must first determine whether the addressee is in the signer's line of vision before selecting an initiation regulator to use to capture the addressee's attention. If the addressee is in the signer's line of vision, the signer must secure the addressee's eye contact (or acknowledgment ) by employing individual gaze (I-Gaze) before initiating her signing. These findings are supported by Tannen (1986), who argues that speakers who repeat their stories normally are re-creating them as part of the creative process and are affected by their personal experience. She contends that this process has the benefit of creating interpersonal involvement between speaker or writer and audience. She notes that many storytellers embellish and modify characters and events in re-creating works of fiction and drama, frequently basing their re-creations on real people and events. The narrative styles of teachers 3, 4, and 5, therefore , will inevitably differ if I ask them to read the book first and retell the story without reading and signing each line. Initiation in Visually Constructed Dialogue 127 TABLE 2. Visually Constructed Dialogue Location of Initiation Regulators Teacher Page 10 Page 16 Page 20 Page 24 Page 28 Page 32 1 Wave Wave Tap Hand up Tap sharply Push 2 Wave Wave Wave Wave Wave nla 3 Wave Wave 0 0 0 0 4 0 0 0 0 0 0 5 0 0 0 0 0 0 CONCLUSION The two findings, regardless of the teacher's own dependence on visual and/or auditory stimuli and the instructional mode of communication (MCE or ASL), are as follows: First, when teachers read written-English stories aloud, as opposed to telling stories without English text, they did not re-create their story and, thus, did not establish visual, interpersonal involvement with their students. Second, when they did not read the book aloud, they would re-create the story and use visual and tactile initiation regulators, even though the characters were assumed to be hearing. As previous studies have shown, whether the addressee can hear or not, the signer (unlike a speaker) must first determine whether the addressee is in the signer's line of vision before selecting an initiation regulator to use to capture the addressee's attention. If the addressee is in the signer's line of vision, the signer must secure the addressee's eye contact (or acknowledgment ) by employing individual gaze (I-Gaze) before initiating her signing. These findings are supported by Tannen (1986), who argues that speakers who repeat their stories normally are re-creating them as part of the creative process and are affected by their personal experience. She contends that this process has the benefit of creating interpersonal involvement between speaker or writer and audience. She notes that many storytellers embellish and modify characters and events in re-creating works of fiction and drama, frequently basing their re-creations on real people and events. The narrative styles of teachers 3, 4, and 5, therefore , will inevitably differ if I ask them to read the book first and retell the story without reading and signing each line. Initiation in Visually Constmcted Dialogue 127 The data showed that either interrupting a teacher's storyreading or reading line by line apparently affected their narrative style. This study showed that interpersonal involvement can be created visually , through initiation in constructed dialogue. Thus, the teachers llsed a visual dialogue introducer to open a constructed dialogue. Instead of using one of the common dialogue...

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