Quantification in conference talks and proceedings articles in engineering

Rowley-Jolivet, Elizabeth

doi:10.1016/j.esp.2014.10.003

Cited by 13 publications

(2 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is also a paucity of literature on multimodality in engineering presentations. Most literature on engineering presentations covers areas related to: 1) professional and curriculum development (e.g., Berjano et al, 2013;Rowley-Jolivet, 2015), 2) delivery skills and persuasion (e.g., Morton & Rosse, 2011), 3) impact of affective factors on performance (e.g., Mohamed et al, 2023). Though the study of communicative modes is useful in engineering presentations and gestures are essential visual cues to reinforce communication (Kendon, 2004), there seems to be limited research on the ways gestures are used in engineering presentations to convey engineering concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Co-Speech Gestures in Enhancing Engineering Proposal Presentations: A Multimodal Analysis of ESP Spoken Discourse

Lee

2024

ESP Today

View full text Add to dashboard Cite

Though gestures can convey the meaning of the message and the thoughts of the speakers, there are limited research studies on how co-speech gestures are used in presenting engineering-related messages. This case study aims to understand how four types of gestures (beat, deictic, iconic, and metaphoric) are used in engineering proposal presentations to convey technical solutions in proposed products. This study employed a mixed-method research approach of using both multimodal discourse analysis and quantitative analysis to examine the ways two student presenters used co-speech gestures to communicate technical solutions in engineering proposal presentations. The findings showed that iconic gestures were used most frequently by one presenter to mimic the visual representations of designs and processes in engineering systems, co-occurring with spoken language to reinforce the propositional content. Deictic gestures were used most frequently by another presenter in directing the audience's attention to visual figures to facilitate the explanation of technical content. In comparison, beat and metaphoric gestures were used less frequently. This case study informs multimodal research on ESP spoken discourse and provides pedagogical implications for the application of gestures to facilitate the communication of technical content and concepts in engineering presentations.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Co-Speech Gestures in Enhancing Engineering Proposal Presentations: A Multimodal Analysis of ESP Spoken Discourse

Lee

2024

ESP Today

View full text Add to dashboard Cite

show abstract

“…Recent empirical investigations of discipline‐specific vocabulary in engineering have been mostly corpus‐based, focusing on the analysis of authentic language use in a variety of specialized contexts, such as conference presentations (Rowley‐Jolivet, ), research articles (Kanoksilapatham, ), and professional meetings (Spence & Liu, ), as well as investigating the specific vocabulary needs of L2 students (Ward, ). The results of these investigations suggest that there is a substantial gap between the level of lexical knowledge of L2 students and the lexical demands of the various engineering subfields.…”

Section: Discipline‐specific Vocabulary In Engineering and Its Identimentioning

confidence: 99%

Identifying and teaching target vocabulary in an ESP course

2017

View full text Add to dashboard Cite

With an increasing need for teaching discipline‐specific language to second language (L2) learners, language instructors are tasked with a challenging objective to target the vocabulary that is necessary for students to understand and produce discipline‐specific discourse. To meet this objective, language corpora and corpus software have been used extensively to examine the vocabulary demands of commercial textbooks and research articles as well as to enhance students' language‐learning experiences (Hsu, ; Mudraya, ; Ward, ). This article describes how to develop teaching materials for L2 vocabulary instruction using corpus‐based techniques. Focusing on a case study from an introductory engineering course, the authors demonstrate how freely available software programs (e.g., AntConc, Range, Compleat Lexical Tutor) can be used to identify and select relevant vocabulary items. The authors discuss the three types of vocabulary that might be targeted in an English for specific purposes course (technical, semitechnical, and nontechnical words) and explain the principles employed to guide the vocabulary selection process (i.e., keyness and frequency of words and their distribution in the materials). Finally, drawing on Nation's () framework of word knowledge, the authors provide an overview of several corpus‐informed activities developed for teaching vocabulary in engineering.

show abstract