Abstract
ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed pedagogical proposal to deal with job interviews, a highly routinised spoken genre that is typically addressed in Business English courses. Drawing on previous literature (Cope, B. and Kalantzis, M. (2015). The things you do to know: an introduction to the pedagogy of multiliteracies. In: Cope, B. and Kalantzis, M. (Eds.), A pedagogy of multiliteracies. Learning by design. Palgrave MacMillan, Hampshire, pp. 1–36; Lim, F.V. (2018). Developing a systemic functional approach to teach multimodal literacy. Funct. Ling. 5: 1–17), we present a pedagogical proposal that aims to promote students’ awareness of the multimodal nature of job interviews and develop their multimodal communicative competence through instruction, practice and feedback.
Funding source: Ministerio de Ciencia, Innovación y Universidades
Award Identifier / Grant number: PGC2018-094823-B-100
Acknowledgments
This research has been supported by the Ministry of Science, Innovation and Universities [grant number PGC2018-094823-B-I00] and is also as part of the research project funded by the Research Promotion Plan at Universitat Jaume I (Spain) [Grant ID: UJI-B2020-09].
RUBRIC FOR JOB INTERVIEWS
GROUP:
INTERVIEWER:
CANDIDATE:
JOB DESCRIPTION:
VALUE: 1 (VERY LOW) AND 5 (VERY HIGH)
GENERAL | CANDIDATE | INTERVIEWER | |
---|---|---|---|
1 | Is the general appearance appropriate? | ||
2 | How would you rate the candidate and the interviewers? | ||
LANGUAGE | |||
3 | Is the language correct? | ||
4 | Is the language appropriate for the context? | ||
5 | Does the interview follow the established structure? | ||
6 | Is there interaction between speakers? Ex. turn-taking respect, and asking and giving the floor | ||
POSTURE AND GESTURES | |||
7 | Is the posture and attitude shown adequate? | ||
8 | Are gestures used appropriately? | ||
FACIAL EXPRESSION | |||
9 | Is smile and/or serious expressions used to accompany the discourse? | ||
10 | Do they use other expressions to accompany their speech, such as frowning eyebrows, opening eyes widely or closing eyes? | ||
EYE RAPPORT | |||
11 | Do the speakers look at their interlocutor? | ||
PAUSES, INTONATION AND STRESS | |||
12 | Is the pronunciation correct and clear? | ||
13 | Are there strategic pauses used? | ||
14 | Is there a suitable intonation? | ||
15 | Are strategic words and phrases emphasized? | ||
TOTAL | |||
COMMENTS: |
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Articles in the same Issue
- Frontmatter
- Research Articles
- Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications
- Teaching communication strategies for the workplace: a multimodal framework
- Enhancing multimodal communicative competence in ESP: the case of job interviews
- Developing strategies for conceptual accessibility through multimodal literacy in the English for tourism classroom
- Engaging students in multimodal literacy practices in a university ESP context: towards understanding identity and ideology in government debates
- Growing theory for practice: empirical multimodality beyond the case study
Articles in the same Issue
- Frontmatter
- Research Articles
- Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications
- Teaching communication strategies for the workplace: a multimodal framework
- Enhancing multimodal communicative competence in ESP: the case of job interviews
- Developing strategies for conceptual accessibility through multimodal literacy in the English for tourism classroom
- Engaging students in multimodal literacy practices in a university ESP context: towards understanding identity and ideology in government debates
- Growing theory for practice: empirical multimodality beyond the case study