Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse
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Título
Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourseAutoría
Fecha de publicación
2023-03Editor
De GruyterCita bibliográfica
Bernad-Mechó, Edgar. "Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse" Multimodal Communication, vol. 12, no. 1, 2023, pp. 7-21. https://doi.org/10.1515/mc-2023-0007Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.degruyter.com/document/doi/10.1515/mc-2023-0007/pdfVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
This paper offers a Multimodal (Inter)action Analysis study of how metadiscourse is used in university lectures. Metadiscourse is frequently employed in spoken academic discourse to guide the audience through the ... [+]
This paper offers a Multimodal (Inter)action Analysis study of how metadiscourse is used in university lectures. Metadiscourse is frequently employed in spoken academic discourse to guide the audience through the contents of the speech, thus becoming an essential element to foster comprehension in lectures. Although lectures have been largely researched under a multimodal eye, studies looking at the multimodal nature of metadiscourse are still scarce. In fact, previous multimodal explorations of metadiscourse in lectures point towards discrepancies in the attention given by lecturers to metadiscursive instances. In this study, six face-to-face lectures in fields within Humanities were analyzed to spot all instances of organizational metadiscourse. Next, the fragments containing such metadiscourse were further explored through a Multimodal (Inter)action Analysis to identify the structure of higher-level actions and the ways in which metadiscourse was integrated as part of the modal configurations of the actions. The analysis of higher-level actions using the foreground-background continuum reveals two main roles in the use of metadiscourse: an active one, in which metadiscourse is explicitly used to guide and engage the audience, as expected; and a passive one, in which metadiscourse is rather used as a filler in the background. These results contribute to reflecting on teaching practices and raising awareness on the importance of multimodal literacy for teacher training. [-]
Publicado en
Multimodal Communication, vol. 12, no. 1, 2023, pp. 7-21.Entidad financiadora
Generalitat Valenciana | Ministerio de Ciencia, Innovación y Universidades
Código del proyecto o subvención
CIAICO/2021/069 | PID2021-127827NB-I00
Derechos de acceso
© 2023 Walter de Gruyter GmbH, Berlin/Boston
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info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
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