Enhancing multimodal communicative competence in ESP: the case of job interviews
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Otros documentos de la autoría: Fortanet-Gomez, Inmaculada; Beltrán-Palanques, Vicent; Beltrán-Palanques, Vicent
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Título
Enhancing multimodal communicative competence in ESP: the case of job interviewsFecha de publicación
2021-10-04Editor
De GruyterISSN
2230-6579; 2230-6587Cita bibliográfica
Fortanet-Gómez, Inmaculada and Beltrán-Palanques, Vicent. "Enhancing multimodal communicative competence in ESP: the case of job interviews" Multimodal Communication, vol. 11, no. 1, 2022, pp. 17-29. https://doi.org/10.1515/mc-2020-0032Tipo de documento
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info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has ... [+]
ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed pedagogical proposal to deal with job interviews, a highly routinised spoken genre that is typically addressed in Business English courses. Drawing on previous literature (Cope, B. and Kalantzis, M. (2015). The things you do to know: an introduction to the pedagogy of multiliteracies. In: Cope, B. and Kalantzis, M. (Eds.), A pedagogy of multiliteracies. Learning by design. Palgrave MacMillan, Hampshire, pp. 1–36; Lim, F.V. (2018). Developing a systemic functional approach to teach multimodal literacy. Funct. Ling. 5: 1–17), we present a pedagogical proposal that aims to promote students’ awareness of the multimodal nature of job interviews and develop their multimodal communicative competence through instruction, practice and feedback. [-]
Publicado en
Multimodal Commun. 2022; 11(1): 17–29Entidad financiadora
Ministerio de Ciencia, Innovación y Universidades (Spain)
Código del proyecto o subvención
PGC2018-094823-B-100
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
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