Exploring Meaning-Making Practices via Co-Speech Gestures in TED Talks

Autor/in	Masi, Silvia
Titel	Exploring Meaning-Making Practices via Co-Speech Gestures in TED Talks
Quelle	In: Journal of Visual Literacy, 39 (2020) 3-4, S.201-219 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/1051144X.2020.1826223
Schlagwörter	Speeches; Nonverbal Communication; Multiple Literacies; Discourse Analysis; Connected Discourse + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Diskursanalyse
Abstract	The TED talk (www.ted.com) is a hybrid popularizing genre empowered by contemporary digital technologies in which different semiotic modes feature prominently and which is being extensively used in educational settings. This study is based on and further develops research on co-speech gestures in a selection of such talks from various knowledge domains, so as to shed light and raise awareness on the orchestration of different modal resources therein and as a way of contributing to the development of multimodal literacy in an ever changing educational landscape. Data description is based on multimodal transcription through an integrated method, which makes it possible to advance hypotheses about the interpretation of gestures in different contexts. The qualitative analysis will show various ways in which speech-synchronized gestures in the talks can contribute different (also simultaneous) ideational, interpersonal and textual meanings or metafunctions, especially when considered from a more global analytical perspective, viz. as repeated similar patterns over discourse chunks. Reference will also be made to Multimodal Critical Discourse Analysis as an overarching framework, as some of the patterns appear to have the potential not only to enhance cohesion but also to subtly emphasize emotional and value-laden meanings, thus pushing the highly persuasive discourse of this genre of talks forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01