From a Multimodal Discourse Analysis (MDA) perspective (Kress and Van Leuween,

In this paper, we propose a pedagogical approach for teaching and learning multimodal literacy, specifically, the application of multimodal discourse analysis for genre awareness. The mastery of specific oral genres is seen as desirable to help students become competent professionals. This is the case of Product Pitches (PPs) in the business field and Research Pitches (RPs) in the academic field. The former are short presentations that introduce a product to the market, the latter constitute an emerging way of disseminating ongoing research to the general public. A salient characteristic of both is their multimodal nature, which has raised an increasing interest in multimodal approaches to genre pedagogy. Our aim is to develop students’ analytical skills to make them aware of the variety of semiotic modes and the importance of using them coherently. The pedagogical approach is facilitated by specialised software that supports the systematic teaching and learning of multimodal genres.

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Humour plays an important role in human-to-human interaction and as so it has attracted the attention of researchers when analysing discourse (Kyratzis, 2003;Long & Graesser, 2009). Yet, these analyses have focused on conversation (Attardo et al., 2011(Attardo et al., , 2013, taking the point of view of semantics (Kyratzis, 2003), pragmatics and cognitive linguistics (Attardo et al., 2011(Attardo et al., , 2013. There are very few multimodal discourse analyses that focus on oral academic research genres in general and therefore on the role of humour in human-to-human interaction, in particular. To our knowledge, only Frobert-Adamo (2002) studies the use of humour in conference presentations. The aim of our research is to look into the humorous role of autobiographic references when used in plenary lectures in conferences in English and in Spanish. We have followed a Multimodal Discourse Analysis methodological framework on spoken academic discourse (Querol-Julián, 2011;Querol-Julián and Fortanet, 2012).

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