Developing multimodal communicative competence in emerging academic and professional genres

Abstract

<jats:p xml:lang="en">In this paper, we propose a pedagogical approach for teaching and learning multimodal literacy, specifically, the application of multimodal discourse analysis for genre awareness. The mastery of specific oral genres is seen as desirable to help students become competent professionals. This is the case of Product Pitches (PPs) in the business field and Research Pitches (RPs) in the academic field. The former are short presentations that introduce a product to the market, the latter constitute an emerging way of disseminating ongoing research to the general public. A salient characteristic of both is their multimodal nature, which has raised an increasing interest in multimodal approaches to genre pedagogy. Our aim is to develop students’ analytical skills to make them aware of the variety of semiotic modes and the importance of using them coherently. The pedagogical approach is facilitated by specialised software that supports the systematic teaching and learning of multimodal genres.</jats:p>

Indonesian Learning: Towards the Academic Achievement of Communicative Competence

“…Discourse competence provides students with a variety of learning experiences by involving various genres of written and spoken languages that become one in the learning model Indonesian the extent to which discourse competence improves communicative skills, the portion is quite significant because the excavation of the meaning of language writing learning by covering four basic language skills can be obtained through the duration of learning time that exceeds half of the total meeting. This model is appropriate for teaching and learning multimodal literacy, specifically discourse analysis for genre awareness (Ruiz-Madrid & Valeiras-Jurado, 2020). The introduction of literature is also based on meaningful learning, so that cultural elements in acquiring competency communication become integrated.…”

Multimodal Interaction in a Foreign Language Class at Higher Education Institutions of Ukraine

“…Multimodality makes it possible to embrace different approaches to the study of foreign and create the most authentic natural communicative socio-cultural environment (Hoff, 2020;Orsini-Jones & Lee, 2018). Interaction and mutual integration of the concepts of communicative approach and multimodal learning environment allow the introduction of the concept of multimodal communicative competence (Avgousti, 2018;Coccetta, 2018;Ruiz-Madrid & Valeiras-Jurado, 2020). Recent works on multimodality are mostly focused on meaning-making beyond the written word (Benjamin, 2019).…”

Enhancing multimodal communicative competence in ESP: the case of job interviews

“…For this research, we have selected intonation, pitch, pauses, hand gestures, gaze, and facial expressions, following previous multimodal studies (e.g. Beltrán-Palanques and Querol-Julián 2018;Bonsignori 2018;Morell and Pastor 2018;Querol-Julián and Fortanet-Gómez 2012;Ruiz-Madrid and Valeiras-Jurado 2020). Both the interviewers and candidates may employ ensembles of communicative modes to exchange information and co-construct interpersonal meanings in this communicative event.…”

“…Furthermore, recent research has highlighted the importance of incorporating multimodality in ESP contexts from a genre perspective (e.g. Coccetta 2018;Crawford Camiciottoli 2019;Fortanet-Gómez and Bernad-Mechó 2019;Querol-Julián and Beltrán-Palanques 2021;Ruiz-Madrid and Valeiras-Jurado 2020). Although still emerging, this is a promising area that attempts to bridge the gap between multimodality and its pedagogical application to ESP teaching.…”