Difference between revisions of "Liang2016"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Mei-Ya Liang | |Author(s)=Mei-Ya Liang | ||
| − | |Title=Achieving | + | |Title=Achieving multimodal cohesion during intercultural conversations |
|Tag(s)=EMCA; Lingua franca; Multimodal communication; Cohesion; Participation | |Tag(s)=EMCA; Lingua franca; Multimodal communication; Cohesion; Participation | ||
|Key=Liang2016 | |Key=Liang2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=International Journal of Society, Culture & Language | |Journal=International Journal of Society, Culture & Language | ||
|Volume=4 | |Volume=4 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=55–70 |
|URL=http://www.ijscl.net/article_19291.html | |URL=http://www.ijscl.net/article_19291.html | ||
|Abstract=How do English as a lingua franca (ELF) speakers achieve multimodal cohesion on the basis of their specific interests and cultural backgrounds? From a dialogic and collaborative view of communication, this study focuses on how verbal and nonverbal modes cohere together during intercultural conversations. The data include approximately 160-minute transcribed video recordings of ELF interactions with 4 groups of university students who engaged in the following two classroom tasks: responding to a film excerpt and a music video. The results showed that individual participants engaged in the processes of initiation and response to support or challenge one another using a range of communication strategies. The results further indicated that during the discursive activities, the small groups achieved multimodal cohesion by deploying specific embodied resources in four types of participation structure: (1) interlock, (2) unison, (3) plurality and (4) dominance. Future research may broaden our understanding of the embodied interaction that is involved in intercultural conversation. | |Abstract=How do English as a lingua franca (ELF) speakers achieve multimodal cohesion on the basis of their specific interests and cultural backgrounds? From a dialogic and collaborative view of communication, this study focuses on how verbal and nonverbal modes cohere together during intercultural conversations. The data include approximately 160-minute transcribed video recordings of ELF interactions with 4 groups of university students who engaged in the following two classroom tasks: responding to a film excerpt and a music video. The results showed that individual participants engaged in the processes of initiation and response to support or challenge one another using a range of communication strategies. The results further indicated that during the discursive activities, the small groups achieved multimodal cohesion by deploying specific embodied resources in four types of participation structure: (1) interlock, (2) unison, (3) plurality and (4) dominance. Future research may broaden our understanding of the embodied interaction that is involved in intercultural conversation. | ||
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Latest revision as of 11:47, 26 December 2019
| Liang2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Liang2016 |
| Author(s) | Mei-Ya Liang |
| Title | Achieving multimodal cohesion during intercultural conversations |
| Editor(s) | |
| Tag(s) | EMCA, Lingua franca, Multimodal communication, Cohesion, Participation |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Society, Culture & Language |
| Volume | 4 |
| Number | 2 |
| Pages | 55–70 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
How do English as a lingua franca (ELF) speakers achieve multimodal cohesion on the basis of their specific interests and cultural backgrounds? From a dialogic and collaborative view of communication, this study focuses on how verbal and nonverbal modes cohere together during intercultural conversations. The data include approximately 160-minute transcribed video recordings of ELF interactions with 4 groups of university students who engaged in the following two classroom tasks: responding to a film excerpt and a music video. The results showed that individual participants engaged in the processes of initiation and response to support or challenge one another using a range of communication strategies. The results further indicated that during the discursive activities, the small groups achieved multimodal cohesion by deploying specific embodied resources in four types of participation structure: (1) interlock, (2) unison, (3) plurality and (4) dominance. Future research may broaden our understanding of the embodied interaction that is involved in intercultural conversation.
Notes
