Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks

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dc.authorid0000-0003-3897-1745
dc.contributor.authorGray, Roberten_US
dc.date.accessioned2021-06-14T10:50:08Z
dc.date.available2021-06-14T10:50:08Z
dc.date.issued2021-07
dc.departmentIşık Üniversitesi, Yabancı Diller Okulu, Proje Geliştirme Koordinatörüen_US
dc.departmentIşık University, School of Foreign Languagesen_US
dc.description.abstractDespite its obvious importance to learning and assessment across the academy, the undergraduate classroom presentation has received less research attention than other academic genres, and little is known about how multiple modes of communication are deployed within it. To explore how the use of different modes varied between sections, and how these actions affected the speech of presenters, this research into student presentations given at a university in Turkey combined a move-step analysis of speech with a mixed-methods study of multimodality. The study's main results were as follows: first, that presentation sections were distinctively configured by arrays of multimodal action; second, that the effectiveness of speech in performing specific moves in the genre was moderated in several specific ways by actions in other modes; and third, that some moves were performed in part by non-verbal actions. These findings are briefly discussed with reference to their theoretical and pedagogical implications.en_US
dc.description.versionPublisher's Versionen_US
dc.identifier.citationGray, R. (2021). Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks. System, 99, 1-16. doi:10.1016/j.system.2021.102522en_US
dc.identifier.doi10.1016/j.system.2021.102522
dc.identifier.endpage16
dc.identifier.issn0346-251X
dc.identifier.issn1879-3282
dc.identifier.scopus2-s2.0-85107382094
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/11729/3152
dc.identifier.urihttp://dx.doi.org/10.1016/j.system.2021.102522
dc.identifier.volume99
dc.identifier.wosWOS:000661251300008
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakSocial Sciences Citation Index (SSCI)en_US
dc.institutionauthorGray, Roberten_US
dc.institutionauthorid0000-0003-3897-1745
dc.language.isoenen_US
dc.peerreviewedYesen_US
dc.publicationstatusPublisheden_US
dc.publisherElsevier Ltden_US
dc.relation.ispartofSystemen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectClassroom presentationsen_US
dc.subjectGenreen_US
dc.subjectMultimodalen_US
dc.subjectEAPen_US
dc.subjectTurkish higher educationen_US
dc.subjectLanguageen_US
dc.subjectPedagogyen_US
dc.titleMultimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talksen_US
dc.typeArticleen_US

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