9. Multimodal pragmatics

O’Halloran, Kay; Tan, Sabine; E, Marissa K. L.

doi:10.1515/9783110214406-010

Cited by 11 publications

(9 citation statements)

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“…Other studies (e.g. Lim-Fei et al 2015;O'Halloran, Tan, and E 2014) suggest that the approach proposed in this paper has significant implications for the teaching and learning of critical multiliteracy skills. First, multimodal analysis is a rapidly emerging field in educational contexts on an international scale (Jewitt, 2006(Jewitt, , 2014Kress, 2003;O'Halloran, 2011;Unsworth, 2001), and multimedia literacy is increasingly being incorporated into school curricula.…”

Section: Discussionmentioning

confidence: 84%

“…The benefits of incorporating a systematic pedagogical approach to scaffold students' learning in a media-rich environment have also been documented in a study involving the use of multimodal analysis software in combination with social media platforms, such as Hangout in Google+, with a view to developing a web-based software application for annotating, analyzing and interpreting text, images and videos for collaborative learning and problem-solving in project work (O'Halloran, Tan, and E 2014). The pilot study, carried out over several months in early 2013 in the Multimodal Analysis Lab at the National University of Singapore, involved students of various levels and abilities, ranging from the ages of nine to eighteen from three government schools in Singapore.…”

Section: Discussionmentioning

confidence: 99%

“…The aim of the pedagogical approach for teaching and learning multimodal analysis is to develop students' analytical and critical thinking skills to enable them to become informed, confident, responsible and active contributors to the consumption, creation, and dissemination of knowledge and information in present day society. In this article, we report on the theoretical underpinnings and potential efficacies of the pedagogical approach, which arose from preliminary studies which trialed the usefulness of a systemic learning approach supported by prototype multimodal analysis software (Lim-Fei, O'Halloran, Tan, and E 2015), and explored students' use of multimodal analysis software in combination with other social media platforms in the accomplishment of a collaborative learning task involving the annotation and analysis of multimodal texts and videos (O'Halloran, Tan, and E 2014).…”

Section: Introductionmentioning

confidence: 99%

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Multimodal analysis for critical thinking

O’Halloran

Tan

2015

Learning, Media and Technology

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multimodal analysis for critical thinking

O’Halloran

Tan

2015

Learning, Media and Technology

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“…Framed within this particular theoretical approach, some studies have analysed interaction in different settings: professional (Streeck, 2013), private (Li, 2014), public (Mondada, 2009), and educational (O'Halloran et al, 2014). These studies have explored pragmatics from a wider perspective rather than focusing, for example, on specific speech acts, which are regarded as the minimum unit of interaction (Searle, 1969).…”

Section: Multimodal Pragmaticsmentioning

confidence: 99%

English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence

Beltrán-Planques

Querol-Julián

2018

System

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Broadly speaking, pragmatic competence can be defined as the ability to communicate appropriately in a social context. Learning how to use pragmatic features adequately in a particular setting is paramount for language users in order to achieve communicative purposes effectively. However, since communication involves the interplay of various semiotic modes such as spoken language, gestures, facial expression, head movement or gaze, researchers examining face-to-face interaction should go a step further to explore pragmatic competence from a multimodal perspective, which leads them to focus on multimodal pragmatics. The aim of this paper is to show how a multimodal approach can shed some light in the study of interlanguage pragmatics. We conducted a microanalysis of the performance of learners of English as an additional language at two different proficiency levels, who produced complaint sequences. Results suggest that spoken language is just one of the resources that learners use during the interaction, which is not always prevalent in all the moves in which the complaint is structured, the different roles, and the proficiency levels under examination. This confirms that the centrality of the linguistic mode in the analysis of this speech act will lead to a biased understanding of the interlanguage pragmatic competence.

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“…Kress & van Leeuwen, 2001, 2006O'Toole, 2011;van Leeuwen, 1999van Leeuwen, , 2005, as well as multimodal literacy practices in educational contexts (e.g. Jewitt, 2003Jewitt, , 2006Jewitt & Kress, 2003;O'Halloran, Tan & E, 2014O'Halloran, Tan & Smith, 2016;Unsworth, 2008b). From a social semiotic viewpoint, different semiotic resources are perceived to have different affordances and constraints with regards to what can and what cannot easily be expressed or represented in a given mode (e.g.…”

Section: A Multimodal Social Semiotic Approach: Theory and Applicationmentioning

confidence: 99%

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

Tan

O’Halloran

Wignell

2016

ReCALL

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Multimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example of Second Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities in Second Life highlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

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9. Multimodal pragmatics

Cited by 11 publications

References 11 publications

Multimodal analysis for critical thinking

Multimodal analysis for critical thinking

English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

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