Collaborative Teaching and Learning of Interactive Multimodal Spoken Academic Genres for Doctoral Students

Autor/inn/en	Querol-Julián, Mercedes; Fortanet-Goméz, Inmaculada
Titel	Collaborative Teaching and Learning of Interactive Multimodal Spoken Academic Genres for Doctoral Students
Quelle	In: International Journal of English Studies, 19 (2019) 2, S.61-82 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Cooperative Learning; Novices; Critical Thinking; Doctoral Programs; Foreign Countries; Reflection; Doctoral Students; Discussion; Academic Language; Scaffolding (Teaching Technique); Instructional Effectiveness; Spain + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Kritisches Denken; Doktorandenprogramm; Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Diskussion; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Unterrichtserfolg; Spanien
Abstract	The last teaching-learning stage in the education system is the doctoral programmes, which turn graduate students into researchers. This evolution involves writing a dissertation, but also being able to discuss research. However, training on spoken genres has not received much attention, and the interest has been mainly on monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS) that follows the paper presentation, which is particularly challenging for novice researchers. We present a learner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01