Valuing science: The role of language and body language in a health science lecture

Hao, Jing; Hood, Susan

doi:10.1016/j.pragma.2017.12.001

Cited by 20 publications

(5 citation statements)

References 10 publications

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“…Learning is a social interaction. There is strong evidence of the capacity of nonvisual or nonverbal cues that characterize face-to-face events to facilitate such interaction ( 32 – 36 ). Furthermore, when it comes to face-to-face classes, there are still national differences in the requirements, teaching methods, and how these relate to students’ perceptions of and engagement with this type of class.…”

Section: Introductionmentioning

confidence: 99%

A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus

Chen

Reyk

Reyna³

et al. 2022

Advances in Physiology Education

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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enrol in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students' attitudes towards remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia- vs. China-based. The preferences of students based in Australia as to remote learning were commonly about the convenience of attendance and availability of the video recordings, whereas the latter was not considered likely were the classes delivered face-to-face instead. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students' prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience

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Section: Introductionmentioning

confidence: 99%

A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus

Chen

Reyk

Reyna³

et al. 2022

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…As outlined by Martin and White (2005) attitude may not be explicitly inscribed in language, but invoked by ideational choices a speaker expects a reaction to. The extent of hand shapes and hand/arm motion can support graded language to form Graduation, Hao and Hood (2019) also mention de-centering postures to soften focus. Hand positions also support the expansion and contraction of heteroglossia, supine hands opening up dialogism and prone hands closing it, thus forming Engagement.…”

Section: Paralanguage and Appraisalmentioning

confidence: 98%

Discourse Analysis of the 2022 Australian Tennis Open: A Multimodal Appraisal Perspective

Komninos

2023

HJLCB

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This article presents a preliminary analysis of a corpus of texts relating to the 2022 Australian Tennis Open using a multimodal appraisal framework. The study utilises quantitative and qualitative content analysis to examine media reports, official statements, and public reactions to the incident, which centred around Novak Djokovic's vaccination status. The analysis focusses on assessing how evaluative language contributes to community-building and identifies the underlying values, beliefs, and evaluations that shape stakeholders' emotional, cognitive, and behavioural responses.The appraisal framework, encompassing attitude, engagement, and graduation, serves as a comprehensive tool for categorising resources that express evaluation. Furthermore, the article delves into the application of appraisal analysis within the context of multimodal and online discourse, encompassing various platforms such as newspapers, television, radio, YouTube, Twitter, Instagram, blogs, official political statements, and court rulings. By examining these diverse media, the study seeks to investigate the dynamic discourse interplay surrounding the 2022 Australian Open, highlighting the pivotal role of evaluative communication in fostering alignment among readers through shared values and attitudes.The preliminary findings suggest that access to greater semiotic recourses increases consensus. The gains from using this interpretative framework are an asset, facilitating the coding of a large data set and attending the different manifestations of discourses around the player’s participation. As discourse continues to shape societal narratives, this multimodal appraisal investigation contributes to our understanding of the complex dynamics inherent in discourse construction and the influence of evaluative language in shaping collective perception.

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“…It has been used to investigate evaluative language in written texts among primary and secondary school students in natural science, history, art and English (Matruglio 2018;Whittaker and McCabe 2020), higher education students' reflective writing (Szenes and Tilakaratna 2021;Tilakaratna et al 2019), critical reflection assignments among student-nurses (Monbec et al 2020), online discussions (Lander 2015), summary writing (Hood 2008), and published research papers (Hao and Humphrey 2009;Moyano 2019;Stosic 2021). The system of Attitude has also been applied to study spoken and body language in a health science lecture (Hao and Hood, 2019), pedagogical discourse in language instruction (Troyan 2021), as well as humour in people with communication problems (Keegan et al 2021). This body of literature illustrates the utility of the Attitude system as a robust analytical framework which provides a repertoire of lexis that can be used to register attitude in discourse.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Revealing attitude toward statistics among MA TEFL students: A Systemic Functional Linguistics perspective

Pitura

2023

beyond

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Higher education students’ attitudes toward statistics are of great importance as these may affect student performance and achievement in statistics learning. Despite some interest in attitude towards statistics among higher education students in language-related fields and the broader area of tertiary-level education, the different types of existing attitudes toward statistics might remain uncovered. Applying the Attitude system as an analytical framework, this study explores how higher education students use linguistic resources to indicate statistics-related attitude before, during and after learning. The narratives of learning statistics were obtained from a group of MA TEFL students (n=25) who participated in an introductory course on basic statistical concepts and procedures, among others. The study makes visible a great variety and a considerable variation of linguistic means which students use to express statistics-related attitude as Judgement, Appreciation and Affect, emerging over time. As such, this study advances methodological practices and training in the field.

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Valuing science: The role of language and body language in a health science lecture

Cited by 20 publications

References 10 publications

A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus

A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus

Discourse Analysis of the 2022 Australian Tennis Open: A Multimodal Appraisal Perspective

Revealing attitude toward statistics among MA TEFL students: A Systemic Functional Linguistics perspective

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