Multimodal Evaluation in Academic Discussion Sessions: How Do Presenters Act and React?

Autor/inn/en	Querol-Julian, Mercedes; Fortanet-Gomez, Inmaculada
Titel	Multimodal Evaluation in Academic Discussion Sessions: How Do Presenters Act and React?
Quelle	In: English for Specific Purposes, 31 (2012) 4, S.271-283 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2012.06.001
Schlagwörter	Academic Discourse; Applied Linguistics; Language Research; English for Academic Purposes; Oral Language; Phrase Structure; Comparative Analysis; Interpersonal Communication; Semiotics; Discourse Analysis; Language Styles; Linguistic Theory; Conference Papers + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Linguistics; Linguistik; Angewandte Linguistik; Sprachforschung; Oral interpretation; Mündlicher Sprachgebrauch; Phrasenstruktur; Interpersonale Kommunikation; Semiotik; Diskursanalyse; Sprachstil; Linguistische Theorie; Konferenzmaterial
Abstract	Evaluation in academic discourse has received considerable attention from researchers. Much of the work on evaluation has focused, however, on written genres, and less attention has been paid to how evaluation unfolds in spoken academic genres. In our present research, we are interested in disclosing how the interpersonal meaning of evaluation is expressed in the discussion session (hereafter DS) that follows conference paper presentations, since DS has already been defined as an "evaluative forum", when comparing its phraseological patterns with those of the presentation. Though the study of evaluation in spoken genres has been developed focusing exclusively on linguistic aspects, we assume the non-linguistic message that accompanies the linguistic message has an effect on the interpersonal meaning of the communication. Therefore, the aim of our research is to analyse the evaluative meaning conveyed in DSs that follow paper presentations in an applied linguistics conference. In the study, we draw on a social semiotic theory of language and of kinesics and paralanguage to frame a multimodal exploration of this interpersonal meaning. The comparative analysis between linguistic evaluation and multimodal evaluation reveals the significant contribution of non-linguistics features which are used to intensify linguistic evaluation or to express the speakers' attitude. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10