Modal density in structuring segments containing organizational metadiscourse versus content sequences
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Title
Modal density in structuring segments containing organizational metadiscourse versus content sequencesAuthor (s)
Date
2022-01-18Publisher
ESP TodayISSN
2334-9050Bibliographic citation
Bernad-Mechó, Edgar. "Modal density in structuring segments containing organizational metadiscourse versus content sequences." E.S.P. Today, Journal of English for Specific Purposes at Tertiary Level, Vol. 10, no. 1 (2022)Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
Organizational metadiscourse in lectures helps to facilitate comprehension and is
frequently found in structuring segments placed in between content sequences. In
contrast, content sequences are those parts of the ... [+]
Organizational metadiscourse in lectures helps to facilitate comprehension and is
frequently found in structuring segments placed in between content sequences. In
contrast, content sequences are those parts of the discourse which carry the main
ideas to be developed in the lecture. Although there is ample literature that explores
the use of metadiscourse in lectures, to the best of our knowledge, no previous
research has compared both parts of the monological classroom discourse with
regard to the semiotic resources used by lecturers. Thus, this paper aims to compare
and contrast structuring segments and content sequences with a focus on the use of
multimodal resources. In order to do so, six structuring segments with a high
number of organizational metadiscourse instances and six content sequences from
six different lectures have been selected. These lectures are face-to-face recorded
sessions that belong to Humanities courses at Yale University OpenCourseWare.
Through the observation of short clips and multimodal transcriptions using the
software Multimodal Analysis Video, I present quantitative and qualitative data that
provides evidence that organizational metadiscourse is most often co-expressed
with non-verbal resources in structuring segments, which contributes to
emphasizing the connections across the contents, and to engaging the audience. In
other words, structuring segments appear to be more modally dense than content
sequences. [-]
Is part of
E.S.P. Today, Journal of English for Specific Purposes at Tertiary Level, Vol. 10, no. 1 (2022)Funder Name
Ministerio de Ciencia, Innovación y Universidades
Project code
PGC2018-094823-B-I00
Project title or grant
Análisis de los géneros académicos en la docencia en inglés de grados internacionales desde una perspectiva multimodal y multicanal.
Rights
info:eu-repo/semantics/openAccess
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