Concepts in multimodal discourse analysis with examples from video conferencing

Norris, Sigrid

doi:10.1515/yplm-2016-0007

Cited by 28 publications

(24 citation statements)

References 16 publications

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“…In Excerpt 2 this stands out in the higher-level actions of arranging notes (influenced by concluding topic and introducing topic) and introducing topic (influenced by lecturing). This progressive fading in and out of higher-level actions has also been identified by Norris (2016).…”

Section: Resultsmentioning

confidence: 67%

Metadiscourse and Topic Introductions in an Academic Lecture: A Multimodal Insight

Bernad-Mechó

2017

Multimodal Communication

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This paper is part of a larger scale project where I explore the structure of academic lecture. The focus of the study here presented is to investigate the structure and organization of a university lecture through the introduction of new topics. One of the tools traditionally referred to as an organizer of discourse is metadiscourse (Crismore et al. 1993. Metadiscourse in persuasive writing: A study of texts written by American and Finnish university students. Written Communication, 10:39-71;Vande Kopple. 1985. Some exploratory discourse on metadiscourse. College Composition and Communication, 36(1):82-93). Although metadiscourse has been studied from a wide range of perspectives (Hyland. 2005. Metadiscourse: exploring interaction in writing. London, England: Continuum), these analyses have most of the time been conducted from a purely linguistic point of view and neither the speaker as a social actor nor metadiscourse as part of a multimodal interaction are taken into account. That being so, the aim of this study is to explore the role played by introducing topic metadiscourse (Ädel. 2010. Just to give you kind of a map of where we are going: a taxonomy of metadiscourse in spoken and written academic English. Nordic Journal of English Studies, 9 (2):69-97) from a multimodal perspective as it is being used within a lecture. In order to obtain a holistic account on how topics are introduced and the role of metadiscourse within the set of actions performed by the speaker in interaction, I make use of the tools provided by Multimodal (Inter)action Analysis (Norris. 2004. Analyzing multimodal interaction. A methodological framework. New York: Routledge; 2011. Indentity in (Inter)Action. Introducing multimodal interaction analysis. Göttingen: De Gruyter Mouton). The main analysis is carried out on two excerpts where new topics are being introduced which come from a lecture on African-American History belonging to Yale University's opencourseware. Through the production of verbal and multimodal transcripts, this paper demonstrates how the lecturer structures the class before he verbally utters metadiscursive expressions and the minor significance that these instances play in the lecturer's broad organization of the lecture, as metadiscourse is predominantly performed as a background task.

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Section: Resultsmentioning

confidence: 67%

Metadiscourse and Topic Introductions in an Academic Lecture: A Multimodal Insight

Bernad-Mechó

2017

Multimodal Communication

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“…Key terms include action, agency, communities, culture and time xi; Scollon & de Saint-Georges 2011). In mediated discourse theory, the perspective switches from discourse alone to social action (Scollon 2001b; see also Norris 2016). The relationship between discourse and action is problematised by posing the following questions: 1) What is the action taken here?…”

Section: Mediated Discourse Analysis and Nexus Analysismentioning

confidence: 99%

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

Kuure¹,

Riekki²,

Tumelius³

2018

AFinLA

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Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

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“…MIA is often used to investigate shifts in the attention and awareness of social actors by analysing the levels of modal complexity and modal intensity (Norris, 2004(Norris, , 2011) used by social actors as an interaction unfolds (e.g., Norris, 2016;Pirini, 2014).…”

Section: Mediated Action and Multimodal Meaning-making In Interactionmentioning

confidence: 99%

“…In addition to lower-level and higherlevel actions, MIA also identifies frozen actions (Norris, 2004(Norris, , 2011Norris & Makboon, 2015) which are embedded in objects and the environment such as clothing, furniture and room décor. MIA has most commonly been used to investigate social interaction through the collection and analysis of multimodal data including video recordings (e.g., Norris, 2004;Pirini, 2014), Skype recordings (Norris, 2016), digital reproductions of advertisements (White, 2017), and photographs (Norris & Makboon, 2015).…”

Section: Multimodal (Inter)action Analysis (Mia) As Discussed In Chamentioning

confidence: 99%

“…In other words, the gesture is produced using a high degree of modal intensity; it is employed with greater strength (Pirini, 2014, p. 83) or emphasis (Norris, 2016) than other background gestures produced earlier in the interaction, and used to focus the attention (Norris, 2004) of students in the classroom. As has been noted (Bavelas, 1994;Cibulka, 2015), when a gesture is held for an extended period of time, as the IP's pointing gesture is, it becomes a kinetically held question or request for a response from the addressee.…”

Section: Encouraging Students' Responses and Public Participation In mentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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Concepts in multimodal discourse analysis with examples from video conferencing

Cited by 28 publications

References 16 publications

Metadiscourse and Topic Introductions in an Academic Lecture: A Multimodal Insight

Metadiscourse and Topic Introductions in an Academic Lecture: A Multimodal Insight

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

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