ORCID Profile
0000-0002-7271-7735
Current Organisations
Universidad Internacional De La Rioja
,
Universitat Jaume I
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Publisher: Estonian Literary Museum Scholarly Press
Date: 28-03-2023
DOI: 10.7592/EJHR.2023.11.1.760
Abstract: Science popularisation has received widespread interest in the last decade. With the rapid evolution from print to digital modes of information, science outreach has been seen to cross educational boundaries and become integrated into wider contexts such as YouTube. One of the main features of the success of research dissemination videos on YouTube is the ability to establish a meaningful connection with the audience. In this regard, humour may be used as a strategy for engagement. Most studies on humour, however, are conducted solely from a purely linguistic perspective, obviating the complex multimodal reality of communication in the digital era. Considering this background, we set out to explore how humour is used from a multimodal point of view as an engagement strategy in YouTube research dissemination. We selected three research dissemination videos from three distinct YouTube channels to fulfil this aim. After an initial viewing, 22 short humoristic fragments that were particularly engaging were selected. These fragments were further explored using Multimodal Analysis - Video (MAV)[1], a multi-layered annotation tool that allows for fine-grained multimodal analysis. Humoristic strategies and contextual features were explored, as well as two main types of modes: embodied and filmic. Results show the presence of 9 linguistic strategies to introduce humour in YouTube science dissemination videos which are always accompanied by heterogeneous combinations of embodied and filmic modes that contribute to fully achieving humoristic purposes. [1] Multi-layer annotation software used to describe the use of semiotic modes in video files. By using this software, researchers may analyse, for instance, how gestures, gaze, proxemics, head movements, facial expression, etc. are employed in a given file.
Publisher: AEDEAN (Asociacion Espanola de Estudios Anglo-Norteamericanos)
Date: 28-06-2021
DOI: 10.28914/ATLANTIS-2021-43.1.10
Abstract: This article offers a methodological reflection on the use of multimodal techniques for the study of academic lectures. Three distinct multimodal approaches have been put forward to explore the use of language holistically, namely, multimodal social semiotics (MSS), multimodal discourse analysis (MDA) and multimodal interaction analysis (MIA). These approaches differ in their main focus—the social context, the system of semiotic resources available to the speakers and the social actors, respectively—and the tools they provide to conduct multimodal analyses. To exemplify how analyses may be conducted within each of the paradigms in the context of academic lectures in English, I examine an excerpt extracted from an African-American history lecture from Yale University by a native English speaker in which he organizes his discourse in between content sections. Through the use of short multimodal transcriptions, I discuss how MSS can be used for reflections on the social contexts of academic lectures, MDA describes the use of semiotic resources employed by the lecturers, and MIA can be used to look into how lecturers structure their speech into sequences of actions. Ultimately, I suggest a combination of multimodal methodologies to obtain a broader account of the intricacies of discourse in academic settings.
Publisher: Faculty of Philology, University of Belgrade
Date: 2022
Publisher: Elsevier BV
Date: 12-2015
Publisher: EasyChair
DOI: 10.29007/WT5S
Abstract: This paper aims at describing from a multimodal discourse analysis perspective, the organizational metadiscourse elements (and previewing and reviewing instances in particular) employed in academic lectures in English and in Spanish in order to connect speech events and structure the discourse. We believe that a multimodal approach (Fortanet-Gómez & Ruiz-Madrid, 2014 Querol-Julián, 2010 Querol-Julián & Fortanet-Gómez, 2012) provides a deeper understanding of how meaning is conveyed not only through linguistic elements but also through non-verbal items like paralanguage and kinesics. In order to carry out this study we selected two lectures in English from an African American Studies course which is part of Yale University’s collection of OpenCourseWare, and two lectures in Spanish from a Human Resources Studies course recorded at Universitat Jaume I. With the aim to describe possible recurrent patterns and relationships between verbal and non-verbal (paralinguistic and kinesic) elements, we will carry out a MDA in three phases: a linguistic transcription and identification of organizational metadiscourse using Ädel's (2006, 2010) model and taxonomy of metadiscourse for spoken academic English a transcription of paralinguistic features (syllabic duration and loudness) and kinesic elements (hand-arm gestures) and an analysis of co-occurrences of modes to understand how meaning is conveyed. The final objective of this study is twofold, i) to approach multimodal academic discourse from a contrastive perspective and ii) to use the results for EAP training courses for Spanish teachers and students, as it has been observed that verbal and non-verbal discourse needs awareness raising in order to facilitate transfer from mother tongue to another language.
Publisher: John Benjamins Publishing Company
Date: 15-04-2019
Publisher: Walter de Gruyter GmbH
Date: 2017
DOI: 10.1515/MC-2016-0030
Abstract: 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
Publisher: EasyChair
DOI: 10.29007/WT5S
Abstract: This paper aims at describing from a multimodal discourse analysis perspective, the organizational metadiscourse elements (and previewing and reviewing instances in particular) employed in academic lectures in English and in Spanish in order to connect speech events and structure the discourse. We believe that a multimodal approach (Fortanet-Gómez & Ruiz-Madrid, 2014 Querol-Julián, 2010 Querol-Julián & Fortanet-Gómez, 2012) provides a deeper understanding of how meaning is conveyed not only through linguistic elements but also through non-verbal items like paralanguage and kinesics. In order to carry out this study we selected two lectures in English from an African American Studies course which is part of Yale University’s collection of OpenCourseWare, and two lectures in Spanish from a Human Resources Studies course recorded at Universitat Jaume I. With the aim to describe possible recurrent patterns and relationships between verbal and non-verbal (paralinguistic and kinesic) elements, we will carry out a MDA in three phases: a linguistic transcription and identification of organizational metadiscourse using Ädel's (2006, 2010) model and taxonomy of metadiscourse for spoken academic English a transcription of paralinguistic features (syllabic duration and loudness) and kinesic elements (hand-arm gestures) and an analysis of co-occurrences of modes to understand how meaning is conveyed. The final objective of this study is twofold, i) to approach multimodal academic discourse from a contrastive perspective and ii) to use the results for EAP training courses for Spanish teachers and students, as it has been observed that verbal and non-verbal discourse needs awareness raising in order to facilitate transfer from mother tongue to another language.
Publisher: Universitat Jaume I
Date: 2017
Publisher: Elsevier BV
Date: 07-2022
Start Date: 2016
End Date: 2017
Funder: Universitat Jaume I
View Funded ActivityStart Date: 2018
End Date: 2019
Funder: Universitat Jaume I
View Funded ActivityStart Date: 2020
End Date: 2023
Funder: Erasmus+
View Funded ActivityStart Date: 2019
End Date: 2021
Funder: Ministerio de Ciencia, Innovación y Universidades
View Funded ActivityStart Date: 2021
End Date: 2022
Funder: Universitat Jaume I
View Funded Activity