Multimodal Analysis in Academic Settings: From Research to Teaching

262 Pages·2015·2.27 MB·English

by  Belinda Crawford Camiciottoli

Multimodal Analysis in
Academic Settings
This volume presents innovative research on the multimodal dimension of
discourse specifi c to academic settings, with a particular focus on the inter-
action between the verbal and nonverbal in constructing meaning. Contri-
butions by experienced and emerging researchers provide in-depth analyses
in both research and teaching contexts, and consider the ways in which mul-
timodal strategies can be leveraged to enhance the effectiveness of academic
communication. Contributors employ both quantitative and qualitative
analytical methods, and make use of state-of-the-art software for analyzing
multimodal features of discourse.
The chapters in the fi rst part of the volume focus on the multimodal
features of two key research genres: conference presentations and plenary
addresses. In the second part, contributors explore the role of multimodality
in the classroom through analyses of both instructors’ and students’ speech,
as well as the use of multimodal materials for more effective learning. The
research presented in this volume is particularly relevant within the context
of globalized higher education, where participants represent a wide range
of linguistic and cultural backgrounds. Multimodal Analysis in Academic
Settings contributes to an emerging fi eld of research with importance to an
increasing number of academics and practitioners worldwide.
Belinda Crawford Camiciottoli is an associate professor in the Department
of Philology, Literature and Linguistics at the University of Pisa, Italy.
Inmaculada Fortanet-Gómez is a senior lecturer in the Department of
English Language at Universitat Jaume I, Spain.
Routledge Studies in Multimodality
Edited by Kay L. O’Halloran, Curtin University
1 New Perspectives on Narrative 8 Critical Multimodal Studies
and Multimodality of Popular Discourse
Edited by Ruth Page Edited by Emilia Djonov and
Sumin Zhao
2 Multimodal Studies: Exploring
Issues and Domains
9 Film Discourse
Kay L. O’Halloran and
Interpretation
Bradley A. Smith
Towards a New Paradigm
for Multimodal Film
3 Multimodality, Cognition, and
Analysis
Experimental Literature
Janina Wildfeuer
Alison Gibbons
4 Multimodality in Practice: 10 Multimodal Approaches
Investigating Theory-in- to Research and
practice-through-methodology Pedagogy
Sigrid Norris Recognition, Resources, and
Access
5 Multimodal Film Analysis: Edited by Arlene Archer and
How Films Mean Denise Newfi eld
John Bateman and Karl-Heinrich
Schmidt
11 Multimodal Epistemologies
Towards an Integrated
6 Multimodality and Social
Framework
Semiosis
Edited by Arianna Maiorani
Communication, Meaning-Making,
and Christine Christie
and Learning in the Work of
Gunther Kress
Edited by Margit Böck and 12 Multimodal Analysis in
Norbert Pachler Academic Settings
From Research to
7 Spoken and Written Discourse Teaching
in Online Interactions Edited by Belinda Crawford
A Multimodal Approach Camiciottoli and Inmaculada
Maria Grazia Sindoni Fortanet-Gómez
Multimodal Analysis in
Academic Settings
From Research to Teaching
Edited by
Belinda Crawford Camiciottoli and
Inmaculada Fortanet-Gómez
First published 2015
by Routledge
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Library of Congress Cataloging-in-Publication Data
Multimodal analysis in academic settings : from research to teaching /
Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gómez.
pages cm. — (Routledge Studies in Multimodality ; #12)
Includes bibliographical references and index.
1. Modality (Linguistics)—Research. 2. Language and
languages—Study and teaching (Higher) 3. Grammar, Comparative
and general—Modularity. 4. Applied linguistics—Research—
Methodology. 5. Multimedia communication. I. Camiciottoli, Belinda
Crawford, editor. II. Fortanet-Gómez, Inmaculada, 1962– editor.
P99.4.M6M73 2015
302.2—dc23
2015001697
ISBN: 978-1-138-82710-3 (hbk)
ISBN: 978-1-315-73875-8 (ebk)
Typeset in Sabon
by Apex CoVantage, LLC
Contents
Figures vii
Tables ix
Introduction 1
I NMACULADA FORTANET-GÓMEZ AND
BELINDA CRAWFORD CAMICIOTTOLI
PART I
Research Communications
1 Disagreements in Plenary Addresses as Multimodal Action 17
ZUOCHENG ZHANG
2 Contrastive Multimodal Analysis: Conference Plenary
Lectures in English and in Spanish 39
NOELIA RUIZ-MADRID AND INMACULADA FORTANET-GÓMEZ
3 Intensifying Adverbs in Academic Spoken Discourse:
A Contrastive Study Between English and Spanish 61
MIGUEL F. RUIZ-GARRIDO
4 Visual Communication in Applied Linguistics
Conference Presentations 83
GIULIANA DIANI
5 A Multimodal Approach to Persuasion in
Conference Presentations 108
JULIA VALEIRAS JURADO
vi Contents
PART II
Classroom Applications
6 There Is More to Multimodality Than Discourse
Features and Nonverbal Behaviors! 133
CHRISTINE RÄISÄNEN
7 Elaborating Explanations During OpenCourseWare
Humanities Lectures: The Interplay of Verbal and
Nonverbal Strategies 144
B ELINDA CRAWFORD CAMICIOTTOLI
8 Multimodality in Business Communication: Body
Language as a Visual Aid in Student Presentations 171
JUAN CARLOS PALMER-SILVEIRA
9 Assessing Multimodal Listening 193
MARI CARMEN CAMPOY-CUBILLO AND MERCEDES QUEROL-JULIÁN
10 Teaching Learners How to Use Pragmatic Routines
Through Audiovisual Material 213
S ILVIA BRUTI
Contributors 239
Index 243
Figures
0.1 Generalized multimodal instantiation hierarchy 5
1.1 Nation’s use of communicative modes in his disagreement 30
1.2 Spencer-Oatey’s use of communicative modes
in her disagreement 31
2.1 Head movement and gaze coexpressed with
“I was Sir David Crystal” 52
2.2 Coexpression of paralinguistic, linguistic and kinesic
elements in Move 4 56
3.1 Example 6 75
3.2 Example 9 76
3.3 Example 10 77
4.1 Scriptural slide 91
4.2 Scriptural slides showing extracts of data (left) and
discussion of results (right) 93
4.3 Numerical (left) and graphical (right) slides 94
4.4 Graphical slide with explanatory notes 94
4.5 Figurative slide introducing the topic of the talk 95
4.6 Sequential ‘disorder’ in move sequence in the ‘Introduction’
slide: Move 3-Move 1-Move 3 98
4.7 Two slides encompassing methods (left) and materials (right) 99
4.8 The ‘Results’ slide 100
4.9 A sequence of slides for the ‘Conclusion’ 101
4.10 The ‘Future work’ slide 101
4.11 The ‘References’ slide 102
4.12 The ‘Thanking expressions’ slide 103
5.1 Macrostructure of the monologue section 120
5.2 “We should stop” 121
5.3 “Become truly consultants” 122
5.4 “Our everyday practice” 123
viii Figures
7.1 Screenshot of multimodal annotation 152
7.2 Screenshot of key semantic domains 154
7.3 A social gesture 159
7.4 A representational gesture 159
7.5 An indexical gesture 160
7.6 A parsing gesture 161
8.1 Student A stepping forward and leaning on front table 181
8.2 Student B’s CF movement 183
8.3 Student C’s continuous eye contact with her audience 185
9.1 Multimodal listening situations in formal learning settings 199
9.2 Meaning construction using videotexts 206
9.3 “Why didn’t you tell me?” 208
9.4 Information organization factsheet to
address listening tasks 209
10.1 “Honeymoon through pictures”—greeting and
introduction, shot 8 226
10.2 “Hitting on a girl, part 2”—leave-taking, shot 6 231
Tables
1.1 Coding scheme 22
1.2 Types of disagreements in the two plenary speeches 23
2.1 Choices in the intonation systems 49
2.2 Three-level analysis of Aside 1 50
2.3 Three-level analysis of Aside 2 54
3.1 Dataset used for the study 68
3.2 Most frequent single-word adverbs 71
3.3 Distribution of intensifying adverbs and adjectives
modifi ed with nonlinguistic resources 72
4.1 Frequency and distribution of visual types in the
Slideware Corpus 90
4.2 Distribution of scriptural slides in terms of
Swales’s (1990) IMRD model 92
4.3 The Slideware Corpus macrostructure in terms of
Swales’s (1990) IMRD model 96
5.1 Discourse Intonation 118
5.2 Macrostructure of the presentation 119
7.1 The Yale lecture dataset 149
7.2 Types of verbal explanation in the Yale lecture dataset 155
7.3 Co-occurrence of nonverbal features with
verbal explanations 156
8.1 General features of the recordings analyzed 176
10.1 “Honeymoon through pictures”—greeting 224
10.2 “Hitting on a girl, part 2”—leave-taking 228