Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures

References

Ädel, A. (2006). Metadiscourse in L1 and L2 English. John Benjamins.10.1075/scl.24Search in Google Scholar

Ädel, A. (2010). Just to give you kind of a map of where we are going: A taxonomy of metadiscourse in spoken and written academic English. Nordic Journal of English Studies, 9(2), 69-97. https://doi.org/10.35360/njes.21810.35360/njes.218Search in Google Scholar

Ädel, A. (2013). Metadiscourse. In the encyclopedia of applied linguistics. Blackwell Publishing Ltd.10.1002/9781405198431.wbeal0763Search in Google Scholar

Ädel, A., & Mauranen, A. (2010). Metadiscourse: Diverse and divided perspectives. Nordic Journal of English Studies, 9(2), 1-11.10.35360/njes.215Search in Google Scholar

Aguilar, M. (2018). Integrating intercultural competence in ESP and EMI: From theory to practice. ESP Today, 6(1), 25-43.10.18485/esptoday.2018.6.1.2Search in Google Scholar

Arnó-Macià, E., & Aguilar, M. (2018). ESP, EMI and interculturality: How internationalised are university curricula in Catalonia? ESP Today Journal, 6(2), 184-207. https://doi.org/10.18485/esptoday.2018.6.2.310.18485/esptoday.2018.6.2.3Search in Google Scholar

Bernad-Mechó, E. (2017). Metadiscourse and topic introductions in an academic lecture: A multimodal insight. Multimodal Communication, 6(1), 39-60.10.1515/mc-2016-0030Search in Google Scholar

Bernad-Mechó, E. (2018). A multimodal approach to metadiscourse as an organizational tool in lectures (Unpublished PhD thesis). Universitat Jaume I.Search in Google Scholar

Bernad-Mechó, E. (2021). Combining multimodal techniques to approach the study of academic lectures: A methodological reflection. Atlantis: Journal of the Spanish Association of Anglo-American Studies, 43(1), 178-198. https://doi.org/10.28914/Atlantis-2021-43.1.1010.28914/Atlantis-2021-43.1.10Search in Google Scholar

Bernad-Mechó, E. (2022). Modal density in structuring segments containing organizational metadiscourse versus content sequences. ESP Today Journal, 10(1), 2-21. https://doi.org/10.18485/esptoday.2022.10.1.110.18485/esptoday.2022.10.1.1Search in Google Scholar

Bernad-Mechó, E., & Fortanet-Gómez, I. (2017). Semiotic modes in the organization of lectures in English and in Spanish. In C. Vargas-Sierra (Ed.), Professional and academic discourse: An Interdisciplinary perspective (epic series in language and linguistics, volume 2) (pp. 224-234).Search in Google Scholar

Bernad-Mechó, E., & Fortanet-Gómez, I. (2019). Organizational metadiscourse across lecturing styles. Engagement in professional genres, 301, 321.10.1075/pbns.301.17berSearch in Google Scholar

Björkman, B. (2013). English as an academic lingua franca: An investigation of form and communicative effectiveness. De Gruyter Mouton.10.1515/9783110279542Search in Google Scholar

Björkman, B. (2018). English as a lingua franca in spoken genres in the international university: Introduction. Journal of English as a Lingua Franca, 7(2), 225-228.10.1515/jelf-2018-0019Search in Google Scholar

Bondi, M., & Álvarez-Gil, F. (2021). Introduction to the monographic section: Metadiscourse devices in academic discourse. Revista Signos. Estudios de Lingüística, 54(106), 518-528.10.4067/S0718-09342021000200518Search in Google Scholar

Bouziri, B. (2020). Topic signaling metadiscourse devices in the Tunisian lecture corpus. ESP Today, 8(2), 227-249. https://doi.org/10.18485/esptoday.2020.8.2.310.18485/esptoday.2020.8.2.3Search in Google Scholar

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.Search in Google Scholar

Chen, Y., & Peng, J. (2019). Continuing professional development of EMI teachers: A Chinese case study. Journal of Education for Teaching, 45(2), 219-222. https://doi.org/10.1080/02607476.2018.154817710.1080/02607476.2018.1548177Search in Google Scholar

Crawford-Camiciottoli, B. (2015). Elaborating explanations during OpenCourseWare humanities lectures: The interplay of verbal and nonverbal strategies. In B. Crawford-Camiciottoli & I. Fortanet-Gómez (Eds.), Multimodal analysis in academic settings: From research to teaching. Routledge.Search in Google Scholar

Crawford-Camiciottoli, B., & Fortanet-Gómez, I. (2015). Multimodal analysis in academic settings: From research to teaching. Routledge.10.4324/9781315738758Search in Google Scholar

Dafouz, E. (2018). English-medium instruction and teacher education programmes in higher education: Ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540-552. https://doi.org/10.1080/13670050.2018.148792610.1080/13670050.2018.1487926Search in Google Scholar

Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67. https://doi.org/10.1016/j.esp.2016.06.00110.1016/j.esp.2016.06.001Search in Google Scholar

Dearden, J. (2015). English as a medium of instruction: A growing global phenomenon. British Council. https://doi.org/10.13140/RG.2.2.12079.94888Search in Google Scholar

Deroey, K. L. B., & Taverniers, M. (2012). Just remember this: Lexicogrammatical relevance markers in lectures. English for Specific Purposes, 31(4), 221-233. https://doi.org/10.1016/j.esp.2012.05.00110.1016/j.esp.2012.05.001Search in Google Scholar

Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: Research perspectives. (pp. 146-158). Cambridge University Press.10.1017/CBO9781139524612.012Search in Google Scholar

Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Multilingual Matters. https://doi.org/10.21832/978184769937410.21832/9781847699374Search in Google Scholar

Fortanet-Gómez, I., & Ruiz-Madrid, M. N. (2014). Multimodality for comprehensive communication in the classroom: questions in guest lectures. Ibérica, 28, 203-224.Search in Google Scholar

González, J. Á., & Barbero Andrés, J. (2018). From EMI to CLIL: Methodological strategies for bilingual instruction at university. EduLingua, 4(1), 51-64. https://doi.org/10.14232/edulingua.2018.1.510.14232/edulingua.2018.1.5Search in Google Scholar

Holmes, P., & O’Neill, G. (2012). Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations, 36, 707-718.10.1016/j.ijintrel.2012.04.010Search in Google Scholar

Hyland, K. (2010). Metadiscourse: Mapping interactions in academic writing. Nordic Journal of English Studies, 9(2), 125-143.10.35360/njes.220Search in Google Scholar

Ivorra Pérez, F. M. (2014). Cultural values and their correlation with interactional metadiscourse strategies in Spanish and US business websites. Atlantis: Journal of the Spanish Association of Anglo-American Studies, 36(2), 73-95.Search in Google Scholar

Jewitt, C. (2014). Different approaches to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 28-39). Routledge.Search in Google Scholar

Johnson, J. H., & Picciuolo, M. (2020). Interaction in spoken academic discourse in an EMI context: The use of questions. 6th International Conference on Higher Education Advances (HEAd’20), 211-219. https://doi.org/10.4995/HEAd20.2020.1101810.4995/HEAd20.2020.11018Search in Google Scholar

Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Edward Arnold.Search in Google Scholar

Lanvers, U., & Hultgren, A. K. (2018). The Englishization of European education: Foreword. European Journal of Language Policy, 10(1), 1-11.10.3828/ejlp.2018.1Search in Google Scholar

Maíz-Arévalo, C., & Orduna-Nocito, E. (2021). Developing intercultural communicative competence: A Cornerstone in EMI in-service training programmes in higher education. Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses, 34, 159-184. https://doi.org/10.14198/raei.2021.34.0110.14198/raei.2021.34.01Search in Google Scholar

Mauranen, A. (1993a). Cultural differences in academic discourse: Problems of a linguistic and cultural minority. In L. Löfman, L. Kurki-Suonio, S. Pellinen, & J. Lehtonen (Eds.), The competent intercultural communicator. AFinLA yearbook 1993 (pp. 157-174). Publications de L’Association Finlandaise de Linguistique Appliquée 51.Search in Google Scholar

Mauranen, A. (1993b). Cultural differences in academic rhetoric: A textlinguistic study. Peter Lang.Search in Google Scholar

Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge University Press.Search in Google Scholar

McNeill, D. (1992). Hand and mind: What gestures reveal about thought. The University of Chicago Press.Search in Google Scholar

Molino, A. (2018). “What I’m speaking is almost English …”: A corpus-based study of metadiscourse in Englishmedium lectures at an Italian university. Educational Sciences: Theory and Practice, 18(4), 935-956. https://doi.org/10.12738/estp.2018.4.033010.12738/estp.2018.4.0330Search in Google Scholar

Mur-Dueñas, P. (2011). An intercultural analysis of metadiscourse features in research articles written in English and in Spanish. Journal of Pragmatics, 43, 3068-3079. https://doi.org/10.1016/j. pragma.2011.05.00210.1016/j.pragma.2011.05.002Search in Google Scholar

Norris, S. (2004). Analyzing multimodal interaction. A methodological framework. Routledge.10.4324/9780203379493Search in Google Scholar

O’Halloran, K., Podlasov, A., Chua, A., & E, M. K. L. (2012). Interactive software for multimodal analysis. Visual Communication, 11(3), 363-381.10.1177/1470357212446414Search in Google Scholar

Orduna-Nocito, E., & Sánchez-García, D. (2022). Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European universities. System, 104, 1-14. https://doi.org/10.1016/j.system.2021.10269210.1016/j.system.2021.102692Search in Google Scholar

Ou, W. A., Gu, M. M., & Hult, F. M. (2020). Translanguaging for intercultural communication in international higher education: Transcending English as a lingua franca. International Journal of Multilingualism, 1-19. https://doi.org/10.1080/14790718.2020.185611310.1080/14790718.2020.1856113Search in Google Scholar

Pérez-Llantada, C. (2018). ELF and linguistic diversity in EAP writing pedagogy: Academic biliteracy in doctoral education. In Z. Tatsioka, B. Seidlhofer, N. C. Sifaki, & G. Ferguson (Eds.), English in Europe —Using English as a lingua franca in education in Europe (pp. 200-224). De Gruyter Mouton.10.1515/9781501503115-010Search in Google Scholar

Povolná, R. (2020). Persuasion in technical discourse: The role of interpersonal metadiscourse markers in user manuals. In O. Dontcheva-Navratilova, M. Adam, R. Povolná, & R. Vogel (Eds.), Persuasion in Specialised Discourses (pp. 229-262). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-58163-3_610.1007/978-3-030-58163-3_6Search in Google Scholar

Querol-Julián, M., & Fortanet-Gómez, I. (2012). Multimodal evaluation in academic discussion sessions: How do presenters act and react? English for Specific Purposes, 31, 271-283.10.1016/j.esp.2012.06.001Search in Google Scholar

Querol-Julián, M., & Fortanet-Gómez, I. (2019). Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students. International Journal of English Studies, 19 (2), 61-82. https://doi.org/10.6018/ijes.34891110.6018/ijes.348911Search in Google Scholar

Ruiz-Garrido, M. F. (2019). Introducing nursing conference presentations: A step forward. Ibérica, 37, 193-220.Search in Google Scholar

Tan, S., O’Halloran, K., & Wignell, P. (2016). Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL. ReCALL, 28(3), 253-273.10.1017/S0958344016000124Search in Google Scholar

Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signaling of organization in academic lectures. Journal of English for Academic Purposes, 2, 5-20.10.1016/S1475-1585(02)00036-XSearch in Google Scholar

Tsai, Y. -R., & Tsou, W. (2015). Accommodation strategies employed by non-native English-Mediated Instruction (EMI) teachers. Asia-Pacific Education Researcher, 24(2), 399-407. https://doi.org/10.1007/s40299-014-0192-310.1007/s40299-014-0192-3Search in Google Scholar

Vuong, Q. H., Pham, H. H., Dong, T. K. T., Ho, M.-T., & Dinh, V.-H. (2021). Current trends and realities of international students in East and Southeast Asia: The cases of China and Malaysia. International Journal of Education and Practice, 9(3), 532-549. https://doi.org/10.18488/journal.61.2021.93.532.54910.18488/journal.61.2021.93.532.549Search in Google Scholar

Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx03910.1093/applin/amx039Search in Google Scholar

Zhang, L., & Lo, Y. Y. (2021). EMI teachers’ use of interactive metadiscourse in lecture organisation and knowledge construction. In D. Lasagabaster & A. Doiz (Eds.), Language use in English-medium instruction at university: International perspectives on teacher practice (pp. 56-79). Routledge. https://doi.org/10.4324/978100313453410.4324/9781003134534-4Search in Google Scholar

Zhu, Y. (2018). An intercultural analysis of personal metadiscourse in English and Chinese commencement speeches. Advances in Language and Literary Studies, 9(5), 100-110. https://doi.org/10.7575/aiac.alls.v.9n.5p.10010.7575/aiac.alls.v.9n.5p.100Search in Google Scholar