An overview of research within the Genre and Multimodality framework

Hiippala, Tuomo

doi:10.1016/j.dcm.2017.05.004

Cited by 46 publications

(4 citation statements)

References 25 publications

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“…Empirical multimodality research has recently begun to turn to larger-scale data-sets (Pflaeging et al, 2021, p. 13) and research objects of considerable modal complexity (Bateman, 2021, p. 35). With diachronic corpora potentially multiplying the data under study, the issue of feasibility (Hiippala, 2017, p. 277, also in ref. to Thomas, 2009) has become pressing.…”

Section: Analysing Large(r) Corpora and Open Research Datamentioning

confidence: 99%

Diachronic multimodality research – a mini-review

Pflaeging

2024

Front. Commun.

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This mini-review gives an overview of diachronic multimodality research, an approach that multimodality scholars have pursued only rarely so far. Acknowledging the comparably large share of case studies in this line of research, this paper sets out by surveying empirical contributions. Many of them also provide discussions of selected theoretical and methodological aspects, which are subsequently collated and complemented with concepts from a number of more extensive theoretical proposals. Identifying main developments in diachronic multimodality studies and avenues for future work, this review seeks to support its growth into a mature research strand with a solid theoretical basis, a versatile methodological toolbox, and a broad range of research objects.

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Section: Analysing Large(r) Corpora and Open Research Datamentioning

confidence: 99%

Diachronic multimodality research – a mini-review

Pflaeging

2024

Front. Commun.

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“…https://www.eumade4ll.eu/event/a-mode-approaches-to-multimodal-digital-environmentsfrom-theories-to-practices/ 2 For a complete revision of John Bateman's work on genre and multimodality seeHiippala (2017). 3 https://www.en.cityu.edu.hk/LSPPC6…”

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confidence: 99%

Editorial: Digital Genres and Multimodality

Guillén-Galve,

Vela Tafalla

2023

ESP Today

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Today's online science production and dissemination practices are far from being monolingual, monomodal or scarce in available genres (cf., e.g., Luzón & Pérez-Llantada, 2022, or the review in this issue). Quite on the contrary, the digitalization (or digitization) of science communication (Bucher, 2020;Könneker & Lugger, 2013) has brought about unprecedented access to a profusion of diverse semiotic resources which researchers need to harness for the effective diffusion and promotion of their investigative activities (Luzón, 2019;Xia & Hafner, 2021). Facing this complex panorama, the field of English for Specific Purposes (ESP) plays a crucial role in its endeavour to analyse and systematize the pedagogy of specialized discourse use in relation to the communicative practices of professional communities.At this juncture, this Special Issue of ESP Today puts together a collection of state-of-the-art research touching on web-mediated emerging genres from the perspective of ESP genre studies, complemented by two instances of research into digital instructional genres (for a justification of this decision see e.g., Bondi, 2016). More specifically, the issue intends to combine aspects of rhetorical and contextual analysis together with studies investigating the discourse features of these genres as expressed in their use of digital multimodal semiotic resources.

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“…d. Mediated Discourse Analysis (Scollon & Scollon, 2003) e. Multi-modal interactional analysis (Norris, 2004) f. Genre and Multimodality (GeM) (Bateman, 2015;Hiippala, 2017) The last three of these approaches/ frameworks combine different theories, including those of social semiotics and systemic functional approach, to describe instances of multimodal communication.…”

Section: Multimodality and Its Significance In Genre Studiesmentioning

confidence: 99%

“…There is one more idea that needs to be discussed which relates to multimodal genre analysis -the last framework presented in the above list: the Genre and Multimodality (GeM) framework (Bateman, 2015;Hiippala, 2017). The concepts of genre, medium and material underlie the framework, and therefore it could be considered to be an appropriate tool with which to describe a digital genre which has a visual aspect.…”

Section: Multimodality and Its Significance In Genre Studiesmentioning

confidence: 99%

A Multimodal Genre Analysis of Online Product Information to Inform English for Specific Purposes

Kithulgoda¹

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Discipline specific writing in English for Specific Purposes (ESP) can be challenging because writing discipline specific texts involves knowing the norms of writing that come with the discipline (Miller & Pessoa 2017). With rapid digitalization of business and communication, it is questionable how Business and Marketing students would cope with genres comprising not just writing, but multiple modes, if they do not possess multimodal literacy. Moreover, hypertextuality affects content (Xia, 2020), in turn creating differences in communicative purposes of the genre. Therefore, attempts to describe any online genre for ESP teaching need to consider the facets of multimodality and digitality. This thesis analyses the Online Product Information (OPI) genre, a micro genre of the online shopping website (Andersen & van Leeuwen, 2017). It exemplifies the application of a set of frameworks to comprehensively describe the OPI genre. Also important to this study is the possibility of culture specific differences. The analysis was based on a corpus of 480 New Zealand (NZ) and Sri Lankan (SL) beauty care and jewellery product information texts sourced from 32 online shopping websites along with 21 semi-structured interviews with specialist informants. Swales’ (1990) move structure analysis and selected resources from Kress and van Leeuwen’s (2006) Grammar of Visual Design were adopted to investigate the data sets. The analytical framework for website interactivity proposed by Adami (2015) was utilized and adapted to analyse the actions and effects of the interactive items used within OPIs. Fourteen common moves – eight interactive and six non-interactive - were identified for jewellery and beauty care OPIs. Some move steps are unique to one particular product category, while others are common to both. Cross-cultural differences were identified in the use of moves and steps. There are more steps employed in NZ product information to realise move functions, while the same functions are achieved in SL product information, but by using a more limited set of steps that are predominantly textual. Visually, the representational generic pattern characterizing OPI is the use of conceptual analytical structures with offer type images. The pattern was common to both countries. However, NZ beauty care product information utilizes some images of the narrative process and demand types, something which was not present in SL OPIs. The website interactivity analysis reveals that both the SL and NZ product information offer customers the basic necessities for viewing and selecting products (purchasing, selecting requirements, facilitating reading/ viewing). However, the cumulative effect one gets when investigating interactivity is of a closed insular environment with limited opportunity to request information/question sellers in a public space, and limited access to additional information. SL storeowners seem to be more interested in promoting their product via the customer through share options and giving additional seller services. NZ online stores, seem to be less focused on getting their product promoted via customers. Their interactive strategy seems to be providing customers with extra information. They also allow customers more opportunities to provide feedback without regulating that feedback, compared to SL OPIs. The OPI as a whole is informationally dense. It is distinguished by a high use of nouns, adjectives, co-ordinating conjunctions and third person singular present tense verbs, and a relatively low use of auxiliary verbs, adverbs, prepositions or subordinating conjunctions, determiners and modal verbs. Lexical bundles (frequently used word sequences) were identified for Move 3 – Promoting the product - to demonstrate the lexico-grammatical realisation of the move. The analysis indicates that steps operationalizing even a single move could employ a wide variety of linguistic features to realise that move, and that the patterns of language for the genre as a whole may not be a totally accurate indicator of the register of individual moves. The findings suggest the necessity of considering genre feature variation when crossing national boundaries. They also illustrate that the visual and interactive elements of an online multimodal genre play a significant role along with its textual elements, in determining the genre functions. Therefore, ESP teaching needs to consider how text, visuals and the online environment all contribute to achieving genre purposes, when raising students’ genre awareness of a multimodal genre. Implications of the study for ESP pedagogy and online businesses are provided in the Conclusion.

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An overview of research within the Genre and Multimodality framework

Cited by 46 publications

References 25 publications

Diachronic multimodality research – a mini-review

Diachronic multimodality research – a mini-review

Editorial: Digital Genres and Multimodality

A Multimodal Genre Analysis of Online Product Information to Inform English for Specific Purposes

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