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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 36 1 Multilingualism and its affective factors: Narrative analysis of students’ linguistic biography at Universitat Jaume I Kot, Anhelina. - : Universitat Jaume I, 2021 BASE Show details 2 Multimodality in the EFL classroom a proposal to improve Spanish EFL students' oral skills Cervera Moya, Julia. - : Universitat Jaume I, 2020 BASE Show details 3 Learning Multimodal Discourse Strategies in the EFL Classroom Herrera Respau, Andrea. - : Universitat Jaume I, 2019 BASE Show details 4 Silence in virtual meetings: The case of virtual business professional project Trandafir, Iuliana Laura. - : Universitat Jaume I, 2019 BASE Show details 5 A Multimodal Approach to Metadiscourse as an Organizational Tool in Lectures Bernad-Mechó, Edgar. - : Universitat Jaume I, 2018 In: TDX (Tesis Doctorals en Xarxa) (2018) BASE Show details 6 A Scholar's Guide to Getting Published in English. Critical Choices and Practical Strategies [Ressenya] Fortanet-Gomez, Inmaculada. - : Asociación Europea de Lenguas para Fines Específicos (AELFE), 2017 BASE Show details 7 Multimodality for comprehensive communication in the classroom: Questions in guest lectures Fortanet-Gomez, Inmaculada; Ruiz-Madrid, Noelia. - : Asociación Europea de Lenguas para Fines Específicos (AELFE), 2015 BASE Show details 8 Evaluation in discussion sessions of conference presentations: theorical foundations for a multimodal analysis Querol-Julián, Mercedes; Fortanet-Gomez, Inmaculada. - 2015 BASE Show details 9 A Scholar’s Guide to Getting Published in English. Critical Choices and Practical Strategies, Mary Jane Curry & Theresa Lillis Fortanet Gómez, Inmaculada In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 29, 2015, pags. 231-233 (2015) BASE Show details 10 Multimodality for comprehensive communication in the classroom: Questions in guest lectures Fortanet Gómez, Inmaculada; Ruiz Madrid, María Noelia In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 30, 2015, pags. 203-224 (2015) Abstract: In recent years there have been many studies about the discourse of lectures (Pérez-Llantada & Ferguson, 2006; Csomay, 2007; Deroey & Taverniers, 2011). Lecturing is the most common speech event in most university classrooms in the world. Bamford (2005) defines lectures’ styles as conversational, stressing the interactive nature of the lecture, the main goal of which is to establish contact with the students, and the co-option of the students into a discourse community. However, most of the studies published up to this moment have focused exclusively on the language used by the lecturer and little attention has been paid to the role of multimodality in this particular genre. In our research, we try to identify the non-verbal behaviour that can be of special relevance for the comprehensive communication in the classroom, focusing on questions in two guest lectures in English delivered for a group of Spanish students. Results indicate that both lecturers use different verbal and non-verbal strategies to foster interaction, adapting to the characteristics of their audience. The final objective of this study is twofold: i) to use the results in our courses for training Spanish lecturers on teaching in English; and ii) to use these results for EAP undergraduate courses, as it has been observed that body language needs awareness raising in order to facilitate transfer from mother tongue to another language ; En los últimos años se han realizado muchos estudios sobre el discurso de las clases magistrales (Pérez-Llantada y Ferguson, 2006; Csomay, 2007; Deroey y Taverniers, 2011). Las clases magistrales son el acto de comunicación más común en la docencia universitaria de todo el mundo. Bamford (2005) define el estilo de la clase magistral como conversacional, destacando el carácter interactivo de las clases, cuyo principal objetivo es establecer contacto con los estudiantes, y la integración de éstos en la comunidad discursiva. Sin embargo, la mayoría de los estudios publicados hasta ahora se han centrado exclusivamente en el lenguaje verbal utilizado por el profesor y se ha prestado muy poca atención al papel de la multimodalidad en este género en particular. En nuestra investigación, intentamos identificar el comportamiento no verbal que puede ser de especial relevancia para la comprensión completa en el aula, centrándonos en las preguntas que formula el profesor, a partir de un estudio de dos clases invitadas impartidas a un grupo de estudiantes españoles. Los resultados indican que los dos profesores utilizan diferentes estrategias verbales y no verbales para incentivar la interacción, adaptándose a las características de su público. El objetivo final de este estudio es doble: 1) utilizar los resultados en nuestros cursos de formación del profesorado para impartir docencia en ingles; y 2) para las asignaturas de las titulaciones de grado, ya que se ha observado que el lenguaje corporal necesita ser destacado y observado para facilitar la transferencia de la lengua materna a otra lengua Keyword: academic discourse; clases magistrales; discurso académico; lectures; multimodalidad; multimodality; preguntas; questions URL: http://dialnet.unirioja.es/servlet/oaiart?codigo=5254145 BASE Hide details 11 Multimodality for comprehensive communication in the classroom: Questions in guest lectures Fortanet Gómez, Inmaculada; Ruiz Madrid, María Noelia In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 28, 2014, pags. 203-224 (2014) BASE Show details 12 CLIL in higher education : towards a multilingual language policy /Inmaculada Fortanet-Gómez Fortanet Gómez, Inmaculada. - Bristol [u.a.] : Multilingual Matters, 2013 BLLDB UB Frankfurt Linguistik Show details 13 Multimodal evaluation in academic discussion sessions: How do presenters act and react? Fortanet-Gomez, Inmaculada; Querol-Julián, Mercedes. - : Elsevier, 2013 BASE Show details 14 Discussion sessions in specialised conference paper presentations. A multimodal approach to analyse evaluation Querol Julián, Mercedes. - : Universitat Jaume I, 2013 In: TDX (Tesis Doctorals en Xarxa) (2013) BASE Show details 15 The sociolinguistics of language education in international contexts Herescu, Roxana; Ife, Anne; Esch, Edith (Hrsg.). - Bern [u.a.] : Lang, 2012 BLLDB UB Frankfurt Linguistik Show details 16 Discussion sessions in specialised conference paper presentations. A multimodal approach to analyse evaluation Querol Julián, Mercedes. - : Universitat Jaume I, 2011 In: TDX (Tesis Doctorals en Xarxa) (2011) BASE Show details 17 Discourse markers within the university lecture genre:A contrastive study between Spanish and North-American lectures Bellés Fortuño, Begoña. - : Universitat Jaume I, 2011 In: TDX (Tesis Doctorals en Xarxa) (2011) BASE Show details 18 The presentation of self in résumés: an intercultural approach Garcés Conejos, Pilar; Fortanet-Gomez, Inmaculada. - : Università degli Studi di Foggia, 2011 BASE Show details 19 English for professional and academic purposes Palmer-Silveira, Juan Carlos (Hrsg.); Ruiz-Garrido, Miguel F. (Hrsg.); Fortanet Gómez, Inmaculada (Hrsg.). - Amsterdam [u.a.] : Rodopi, 2010 BLLDB UB Frankfurt Linguistik Show details 20 ESP in European higher education : integrating language and content Fortanet Gómez, Inmaculada (Hrsg.). - Amsterdam [u.a.] : Benjamins, 2008 UB Frankfurt Linguistik Show details Page: 1 2

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