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ABSTRACT Discourse analysis in university lectures has become more and more relevant for researchers in recent years. However, the focus of these analyses is usually on linguistic aspects exclusively. Adopting a multimodal approach, this paper aims at providing an overview on the organization of academic lectures through the use of organizational metadiscourse. Thus, the exploration of such metadiscourse does not come only from a linguistic point of view, but also in terms of how paralinguistic and kinesic elements are employed. In particular, I set out to discern how lecturers use different ranges of semiotic resources during the organization of lectures through metadiscourse and how this choice of resources is shaped by the lecturers’ teaching styles: reading style, conversational style and rhetorical style (Dudley-Evans, 1994). In order to obtain a holistic account of this use of resources, I will conduct a Multimodal (Inter)action Analysis (MIA) (Norris, 2004, 2011).   The dataset is extracted from a broader corpus composed of 150 face-to-face lectures from six distinct courses in Social Sciences extracted from Yale University’s OpenCourseWare (two conversational-style lecturers, two rhetorical-style and two reading-style); a multimodal sub-corpus composed of 6 representative lectures has been created and organizational structures have been identified following Ädel's (2010) taxonomy of organizational metadiscourse. At this point, I determine what multimodal assets the lecturers turn to in each of the lecturing styles. By showing short representative video clips and multimodal transcripts I demonstrate how the use of semiotic resources in the organization of lectures is constrained by the lecturing style adopted by the lecturer.   REFERENCES Ädel, A. (2010). Just to give you kind of a map of where we are going: A Taxonomy of Metadiscourse in Spoken and Written Academic English. Nordic Journal of English Studies, 9(2), 69–97. Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: research perspectives. (pp. 146–158). Cambridge: Cambridge University Press. Norris, S. (2004). Analyzing Multimodal Interaction. A methodological framework. New York: Routledge. Norris, S. (2011). Indentity in (Inter)action. Introducing Multimodal Interaction Analysis. Göttingen: De Gruyter Mouton.

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Edgar Bernad-Mechó (Spain) 13894
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