scholarly journals An Analysis of Multimodal Interaction in a Webinar: Defining the Genre

10.29007/p8mm ◽  
2018 ◽  
Author(s):  
Noelia Ruiz-Madrid ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Multimodal Interaction ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Communication Modes ◽  
Collaboration And Communication ◽  
Complex Relationships ◽  
Digital Genres

AbstractFrom a Multimodal Discourse Analysis (MDA) perspective (Kress and Van Leuween, 2001; Kress, 2003; O’Halloran, 2004; Baldry&Thibault, 2006; Jewitt, 2009; Querol-Julián and Fortanet-Gómez, 2012) each semiotic resource (i.e., speech, image, writing, movement, gaze, sound, layout, among others) contributes to the meaning-making process. Linguistic and non-linguistic information is integrated in multimodal texts, and especially so in digital genres (Shepherd & Watters 1999; Crowston & Kwasnik 2004; Askehave & Nielsen 2005; Villanueva et al. 2008), where complex relationships are conveyed by the use of multiple resources.One of these new digital genres is the webinar or web seminar. Webinars help to disseminate knowledge, facilitate collaboration and communication, and enhance performance among students and instructors, employers and employees and specialist in dispersed locations (Wolf, 2006; Forrester, 2009; Bandy, 2010; Kokoc, Ozlu, Cimer & Karal, 2011). Its main characteristic is that it is online and it often consists of a number of lectures streamlined and/or recorded to be watched off-line, and there are several participants located in several places, who can contribute online or offline through different communication modes (written or spoken with or without video). In this sense, it is clear that webinars include a wide array of multimodal resources, both verbal and non-verbal. But how do they work together? To what extent are they integrated? Are users responsive to these multimodal resources and to what extent?In order to answer these and other questions, we analyse in this paper a dataset of several sessions of a research webinar organized by the Group for Research on Academic and Professional English in 2015 on the topic of Multimodal Discourse Analysis. Our interest is to study all the multimodal components in the discussion sessions in this seminar and the different strategies used by participants for online and face-to-face interaction.

scholarly journals Text Cohesion in English Scientific Texts Written by Saudi Undergraduate Dentistry Students: A Multimodal Discourse Analysis of Textual and Logical Relations in Oral Biology Texts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Linguistic Knowledge ◽  
Bachelor Of Science ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices ◽  
Analysis Scheme

This qualitative study examined multimodal cohesive devices in English oral biology texts by eight high-achieving Saudi English-as-a-foreign-language students enrolled in a Bachelor of Science Dentistry program. A Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the textual and logical cohesive devices in oral biology texts was conducted, employing Halliday and Hasan’s cohesion analysis scheme. The findings showed that students used varied cohesive devices: lexical cohesion, followed by reference and conjunctions. Although ellipsis was minimally employed in the oral biology texts, its discipline-specific uses emerged: the use of bullet points and numbered lists that facilitate recall. The SF-MDA of cohesion in multimodal semiotic resources highlighted the processes underlying construction of conceptual and linguistic knowledge of cohesive devices in oral biology texts. The results indicate that oral biology discourse is interdisciplinary, including a number of subfields in biology. The SF-MDA of pictorial oral biology representations indicates that they include instances of cohesive devices that illustrate and complement verbal texts. The results indicate that undergraduate students need to be provided with a variety of multimodal high-cohesion texts so that they can successfully extend underlying conceptual and logical meaning-making relations.

scholarly journals “Nice to get to know you”

2020 ◽  
pp. 33-55
Author(s):  
Judit Háhn
Keyword(s):  
Discourse Analysis ◽  
Social Presence ◽  
Meaning Making ◽  
Three Dimensions ◽  
Self Presentation ◽  
Action Mode ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Media Interaction ◽  
Collaborative Activities

Virtual exchange comprises online collaborative activities in facilitated, educational contexts across borders. This paper offers a multimodal approach to the study of social presence in students’ asynchronous online discourse in the context of virtual exchange. It draws on the Community of Inquiry model of online learning (Garrison 2017) and interprets social presence as the dynamic discursive process of social interaction and self-presentation. The data consists of screenshots collected in a closed Facebook group during the first assignment of a Czech-Finnish virtual exchange project in 2017. The study aims to explore how the method of multimodal discourse analysis can be used to describe the three dimensions of social presence. The students’ self-introductory posts, reactions and comments were examined in three modes of meaning-making: the linguistic, the visual and the action mode. The study offers a model for the qualitative multimodal discourse analysis of social presence construction in asynchronous social media interaction.

scholarly journals A multimodal discourse analysis of positioning and identity work in a leadership development practice.

2019 ◽  
Vol 6 (1) ◽  
pp. 40-62
Author(s):  
Ann Starbæk Bager
Keyword(s):  
Discourse Analysis ◽  
Leadership Development ◽  
Multimodal Interaction ◽  
Identity Work ◽  
Leadership Studies ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analysis Strategy ◽  
Small Story ◽  
Positioning Analysis

The paper shows an example of how interaction in a leadership development forum can be analyzed from a narrative-in-use perspective through a combined dialogicality and small story analysis strategy. This entails that a multimodal discourse analysis is conducted of the positioning and identity work accomplished in a research- and dialogue-based leadership development forum in a university setting. A micro-generic positioning analysis of the participants’ small story efforts is combined with an analysis of dialogicality involving other-orientation to show how storytelling takes place and how opposing discourses within organization and leadership studies co-emerge in multimodal interaction. Among other things the analysis shows how different sociomaterial interactional setups shape identity work in situ. The research contributes to the emerging study of organizational dialogical and narrative practices up close. It emphasizes both the broad (Discursive) and the local (discursive) dimensions together with sociomaterial aspects of discourse and storytelling, which are increasingly pursued and recommended within the fields of narrative, dialogue, and discourse studies.

scholarly journals A Multimodal Discourse Analysis of Pictures in ELT Textbooks: Modes of Communication in Focus

2021 ◽  
Vol 13 (4) ◽  
pp. 623-644
Keyword(s):  
Discourse Analysis ◽  
Visual Images ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analytical Strategies ◽  
Interpretive Strategies ◽  
Verbal Strategies ◽  
Verbal Discourse ◽  
Verbal Analysis

There is a tight nexus between visual literacy and textbook picture representations. This is of paramount importance when textbooks in general and ELT textbooks, in particular, are under question. To conduct a visual and verbal discourse analysis based on modes of communication, ELT textbook pictures were analyzed under the assumption that visual and verbal discourse interacts with reflected modes of communication. To this end, 50 ELT textbook pictures were used as the corpus and analyzed according to KvL's (2006) visual images analytical strategies in multimodal texts and Halliday’s (1985) transitivity system for verbal analysis of textbook pictures. The analysis of multimodal resources revealed that the analyzed visual images were used to represent non-human images; close-up images, frontal images, left-right compositions were the most frequent visual modes in the selected pictures. In the case of verbal mode, the relational main-type and verbal minor-type level with 39% and 2% were the most and least frequent verbal strategies, respectively. The findings might have significant theoretical and pedagogical implications for scholars, L2 teachers, and ELT textbook designers to consider the potential of using multimodal resources for non-pedagogical purposes while integrating textbook visual images and verbal strategies to create meanings. Keywords: Multimodal Discourse Analysis, Transitive System’s Processes, Visual Images Interpretive Strategies, Modes of Communication, ELT Textbooks.

scholarly journals Relations Between Verbal Language and Visual Image in Student’s Textbook Implementing the Concept of Metafunctions

2021 ◽  
Vol 11 (3) ◽  
pp. 405-415
Author(s):  
Sukrun Nisak ◽  
Dwi Rukmini
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Visual Image ◽  
Information Value ◽  
Verbal Language ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Multimodal Text ◽  
Visual Relations ◽  
Textual Meaning

This research is about the use of verbal language and visual image to realize the metafunctions in student’s textbook. In order to see the process of meaning making in multimodal text, the researcher analyses the implementation of ideational, interpersonal, and textual meaning. The data was taken from conversation sections in Interchange Student’s Book 1. It consists of verbal language in the form of dialogues and visual image in the form of pictures. There were 16 conversation sections chosen from 16 chapters in the book. This research uses multimodal discourse analysis; using three instruments to classify the data. The checklists are from Eggins (2004) about metafunctions in verbal language, Van Leeuween (2006) about metafunctions in visual image, and Royce (2007) about the relations in verbal language and visual image. In ideational meaning, the result of the study shows that verbal language which dominates the conversation is the material proces; while in visual image, the reactional process is the highest number of process happens. Thus, the verbal-visual relations in ideational meaning found are collocation and repetition. Furthermore, the result in interpersonal meaning finds out that the most common verbal language used is statement; while in visual image, the medium shot is mostly found. Thus, the verbal-visual relation in interpersonal meaning realized through reinforcement of address is interaction between represented participant and represented participant. Moreover, in textual meaning, the result of verbal language shows that the most common used theme is topical theme; while in visual image, the information value is mostly left-right. Thus, the verbal-visual relation in textual meaning shown in reading path is left-right.

The sliding of the signified: multimodal sign operations in a youth-created experimental digital video

2018 ◽  
Vol 17 (3) ◽  
pp. 337-362 ◽  
Author(s):  
Jason Ranker
Keyword(s):  
Discourse Analysis ◽  
Digital Video ◽  
Meaning Making ◽  
Digital Videos ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
School Classroom ◽  
Public School Classroom ◽  
Urban Public School ◽  
Artistic Quality

In this article, the author presents a multimodal discourse analysis of a digital video composed by five students (ages 11–12) in an urban, public-school classroom. The focal mockumentary video is distinctive in that it is difficult to interpret and has an artistic quality that turns the process of meaning-making back on itself, resisting the very idea of a single, determinable meaning. He examines this phenomenon as the sliding of the signified in the students’ video (as multimodal discourse), focusing on the ways in which the students tapped into discursive agencies that rupture meaning-making. In particular, he analyzes how visual and spoken signifiers are related or coordinated with one another across the film in the creation of multimodal discursive effects such as floating signifiers, networks of metonymic potential, and signifier condensation complexes. This study thus offers conceptualizations of multimodal discursive units that can be used to interpret and analyze the interactions of visual and spoken signifiers in films and digital videos.

scholarly journals EXPLORING TEXT-IMAGE RELATIONS IN ENGLISH COMICS FOR CHILDREN: THE CASE OF “LITTLE RED RIDING HOOD”

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Ton Nu My Nhat ◽  
Nguyen Thi Mi Pha
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Lower Proportion ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Young Learners ◽  
Multimodal Discourse ◽  
Little Red Riding Hood ◽  
Practical Implications

The present panorama of communication features the co-employment of language and other semiotic resources. This paper addresses this fledging field, multimodal discourse analysis, by investigating a genre targeted at children. Specifically, it studies how meanings in comics for children are constructed both verbally and visually. The data for the study is one comic - Little Red Riding Hood, which is presented via colored images and verbal texts in English. The analysis was based on Unsworth’s (2006) framework to explore the interplay of the two semiotics in the construction of the ideational contents. The results reveal that this comic displays both Expansion and Projection relations with nearly equal occurrence frequencies; however, within each type, the subtypes are vastly different with Verbal being the most predominant, which can be deemed as one of the typical features of the genre in focus. Regarding Expansion, Concurrence and Complementarity have nearly the same high percentage while Enhancement has a lower proportion. Theoretically, the findings concerning a complete full-length comic contribute to the literature on multimodal texts for young learners. The findings also have practical implications for the teaching and learning of English as a foreign language as to how to exploit the free online kid-targeted multimodal resources to engage the young learners in literary works in general and to develop their English proficiency in particular.    

scholarly journals Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

2020 ◽  
Vol 9 (2) ◽  
pp. 101
Author(s):  
Fuad Abdullah ◽  
Soni Tantan Tandiana ◽  
Yuyus Saputra
Keyword(s):  
Discourse Analysis ◽  
Learning Strategies ◽  
Multimodal Learning ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Multimodal Text ◽  
Teaching In Higher Education ◽  
Materials Planning ◽  
Learning Issues

<div><p class="StyleABSTRAKenCambria">Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun &amp; Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

scholarly journals A multimodal discourse analysis of English dentistry texts written by Saudi undergraduate students: A study of theme and information structure

2020 ◽  
Vol 6 (1) ◽  
pp. 267-283
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
New York ◽  
Discourse Analysis ◽  
Undergraduate Students ◽  
Information Structure ◽  
Meaning Making ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Textual Features ◽  
Visual Artifacts ◽  
Functional Analyses

AbstractThe study of multimodality in discourse reveals the way writers articulate their intended meanings and intentions. Systemic functional analyses of oral biology discourse have been limited to few studies; yet, no published study has investigated multimodal textual features. This qualitative study explored and analyzed the multimodal textual features in undergraduate dentistry texts. The systemic functional multimodal discourse analysis (SF-MDA) is framed by Halliday’s (Halliday, M. A. K. 2014. Introduction to Functional Grammar. Revised by Christian M. I. M. Matthiessen. 4th ed. London/New York: Taylor and Francis) linguistic tools for the analysis of Theme and Kress and van Leeuwen’s (Kress, Gunther, and Theo van Leeuwen. 2006. Reading Images: The Grammar of Visual Design. London: Routledge) framework for the analysis of visual designs. Oral biology discourse intertwines two thematic progression patterns: constant and linear. Although a split-rheme pattern was minimally employed, disciplinary-specific functions of this pattern emerged. The SF-MDA of the composition of information in oral biology pictures extends Kress and van Leeuwen’s functional interpretations of the meaning-making resources of visual artifacts. Finally, the pedagogical implications for science tutors and for undergraduate nonnative science students are presented.

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