Multimodal meaning-making in student presentations: the impact of explicit feedback in a German as a foreign language classroom

Dennis Lindenberg

doi:10.1515/mc-2023-0011

Artikel

Multimodal meaning-making in student presentations: the impact of explicit feedback in a German as a foreign language classroom

Dennis Lindenberg

Veröffentlicht/Copyright: 18. Oktober 2023

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Aus der Zeitschrift Multimodal Communication Band 12 Heft 3

Abstract

This study examines the impact of teacher feedback on seven students’ presentations on social and cultural topics held in a German-as-a-foreign language classroom in Japan. Following the submission of self-recorded presentation drafts on an online learning platform, students received explicit feedback on how their spoken commentary related to the visible information on slides derived from the theoretical insights of social semiotics and systemic functional linguistics. After allocating one class to revising their work, students presented their finalized presentations, which were video recorded, cut, and prepared for analysis. Subsequently, a total of 14 sections that underwent alterations in both the draft and in-class presentation were scrutinized following a qualitative multimodal discourse analytical framework. By demonstrating the differences between two students’ early drafts and their final in-class presentations, this study shows how adding verbal language that extended a slide’s content strengthened audience engagement through interpersonal functions in language, gaze, body orientation, and gesture. Further, restructuring and inserting additional entities on the PowerPoint slide helped emphasize the talk’s ideational components. The findings of this study have implications for multiliteracies pedagogy in a foreign language context, highlighting the importance of a holistic approach that considers language and other modes as complementary aspects of communication.

Keywords: multimodal discourse analysis; student presentations; visual communication; social semiotics; multiliteracies; systemic functional linguistics

Corresponding author: Dennis Lindenberg, Graduate School of Education, Faculty of Education and Integrated Arts and Sciences, Waseda University, 1-104 Totsukamachi, Shinjuku-ku, Tokyo, 169-8050, Japan, E-mail: d.lindenberg@fuji.waseda.jp

Disclosure statement: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Appendix

(1.2)	length of pause in seconds and tenths of seconds
word::	prolonging or stretching of the preceding sound
WORD	identified word or sentence stress
>word<	talk is compressed or rushed
<word>	talk is stretched or drawn out
ˆ	rise in

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Received: 2023-03-23

Accepted: 2023-08-31

Published Online: 2023-10-18

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Artikel in diesem Heft

https://doi.org/10.1515/mc-2023-0011

Schlagwörter für diesen Artikel

multimodal discourse analysis; student presentations; visual communication; social semiotics; multiliteracies; systemic functional linguistics