Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

  • Ahmed Saeed Professor, Faculty of Social Sciences and Humanities, Hamdard University, Main Campus, Karachi, Sindh
  • Nazra Zahid Shaikh Senior Lecturer, Faculty of Social Sciences and Humanities, Hamdard University, Main Campus, Karachi, Sindh
Keywords: Multimodal Discourse, Discourse Analysis, Communicative Language Teaching, Semiotization

Abstract

The study was an investigation of tertiary classroom student presenters’ use of language, gesture, positioning and movement in the lesson. Teaching and learning in the classroom is a multi-semiotic experience and the current study provides the insights into their distinct pedagogies. Raised comprehension of semiotization and resemiotization has multiplied the responsibilities of both teachers and students. 12 teachers and 320 student presenters’ use of semiotic resources at tertiary level had been investigated quantitatively and qualitatively through thematic analysis. The semiotic resources of language, gesture and the use of space through the positioning and movement of teachers and students have been discussed in relation to the pedagogy they realise, which require insinuations in teaching and learning both.

Published
2024-05-10
How to Cite
Saeed, A., & Shaikh, N. Z. (2024). Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level. Sindh Journal of Linguistics, 3(1), 111-120. https://doi.org/10.58921/sjl.v3i1.59