Multimodality for comprehensive communication in the classroom: Questions in guest lectures
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
comunitat-uji-handle4:
INVESTIGACIONMetadades
Títol
Multimodality for comprehensive communication in the classroom: Questions in guest lecturesData de publicació
2014Editor
Asociación Europea de Lenguas para Fines Específicos (AELFE)ISSN
2340-2784; 1139-7241Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://www.aelfe.org/?s=revista&veure=28Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
In recent years there have been many studies about the discourse of lectures
(Pérez-Llantada & Ferguson, 2006; Csomay, 2007; Deroey & Taverniers, 2011).
Lecturing is the most common speech event in most university ... [+]
In recent years there have been many studies about the discourse of lectures
(Pérez-Llantada & Ferguson, 2006; Csomay, 2007; Deroey & Taverniers, 2011).
Lecturing is the most common speech event in most university classrooms in the
world. Bamford (2005) defines lectures’ styles as conversational, stressing the
interactive nature of the lecture, the main goal of which is to establish contact with
the students, and the co-option of the students into a discourse community.
However, most of the studies published up to this moment have focused
exclusively on the language used by the lecturer and little attention has been paid
to the role of multimodality in this particular genre. In our research, we try to
identify the non-verbal behaviour that can be of special relevance for the
comprehensive communication in the classroom, focusing on questions in two
guest lectures in English delivered for a group of Spanish students. Results indicate
that both lecturers use different verbal and non-verbal strategies to foster
interaction, adapting to the characteristics of their audience. The final objective of
this study is twofold: i) to use the results in our courses for training Spanish
lecturers on teaching in English; and ii) to use these results for EAP undergraduate
courses, as it has been observed that body language needs awareness raising in
order to facilitate transfer from mother tongue to another language. [-]
Publicat a
Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 2014, nº 28,Drets d'accés
AELFE se reserva los derechos sobre la edición de cada número de Ibérica y los autores
conservan los derechos sobre sus trabajos
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
Apareix a les col.leccions
- ANG_Articles [302]