Adapting LSP genre-based pedagogies to the digitally-mediated workplace: Supporting the emergence of professional video-based genre design competence - Archive ouverte HAL
Communication Dans Un Congrès Année : 2023

Adapting LSP genre-based pedagogies to the digitally-mediated workplace: Supporting the emergence of professional video-based genre design competence

Résumé

Today’s widespread digitalization of specialized communication practices in the professional workplace poses a number of theoretical and practical challenges to LSP genre-based pedagogies.[1-3, 7, 9-12] Digitally-mediated genres are often multimodal by nature, combining visual design elements (color, typography, space) with images, hypertext and embedded videos with audio, in addition to language.[13] Similarly, they may not adhere to the staged, more linear reading paths well-identified in print-based genres.[3, 10] A genre-based approach grounded principally in language and discoursal moves may be less helpful to familiarize LSP learners with digitally-mediated genres because meaning in such genres often emerges across multiple modes simultaneously. [4, 6, 8] This study examines a multimodal genre-based approach to teaching graduate-level EMI Technical Communication. Focusing on teaching instructional video-tutorial design, it evaluates our approach’s effectiveness in helping students develop the ability to think critically about their growing competence in designing professional video-based genres. The approach integrates 1) a genre-specific rubric drawing on multimodal and multimedia learning frameworks to guide and assess video-tutorial design[5] and 2) critical pedagogical actions (CPAs) constructed around the rubric. To assess their effectiveness in helping students (n=4) become critical and discerning producers of video-tutorials, discourse-based evidence for growth in students’ ability to critically assess video-tutorials was sought. Five data sets were extracted from the CPAs, including audio transcripts from three focus group discussions, two oral defenses, and four written self-reflection essays. Data was coded for explicit comments about modality. Quantitative changes were observed in participants’ critical reflections over time. A fine-grained qualitative analysis targeted discourse-based evidence of participants’ increasing ability to critically assess their own video-tutorial productions using specialized concepts and terminology. Our analysis underlines the approach’s effectiveness in guiding students’ emerging genre understanding compared to a stepped, language-centered model of genre pedagogy. Embedding the rubric within specific CPAs allowed students to assess the genre features of existing video-tutorials, compare and contrast their assessments with that of professional video designers, and evaluate the appropriateness of their own video-tutorials. Applications to teaching other video-based genres will be discussed. Cited references [1] Artemeva, N., Myles, D. (2015). Perceptions of prior genre knowledge: A case of incipient biliterate writers in the EAP classroom. In G. Dowd, N. Rulyova (Eds.), Genre Trajectories: Identifying, Mapping, Projecting (pp. 225–245). Palgrave Macmillan. [2] Bawarshi, A.S., Reiff, M.J. (2010). Genre: An Introduction to Theory, Research and Pedagogy. Parlor Press. [3] Bhatia, V.K. (1993). Analysing Genre: Language Use in Professional Settings. Longman. [4] Cope, B., Kalantzis, M. (Eds.) (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge. [5] Dressen-Hammouda, D., & Wigham, C. (2020). Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials. System. [6] Jewitt, C. (Ed.). (2014). The Routledge Handbook of Multimodal Analysis, 2nd edition. Routledge. [7] Johns, A.M. (2015). Students as genre scholars: ESL/EFL classroom approaches. In Artemeva, N., A. Freedman (Eds.), Genre Studies Around the Globe: Beyond the Three Traditions (pp. 364-385). Inkshed. [8] Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge. [9] Pérez-Llantada, C. (2021). Research Genres Across Languages: Multilingual Communication Online. Cambridge University Press. [10] Swales, J.M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press. [11] Swales, J.M. (2009) Worlds of genre – Metaphors of genre. In C. Bazerman, A. Bonini, D. Figueiredo (Eds.), Genre in a Changing World (pp. 3-16). Parlor Press. [12] Tardy, C. (2009). Building Genre Knowledge. Parlor Press. [13] van Leeuwen, T. (2005). Multimodality, genre and design. In R. H. Jones & S. Norris (Eds.), Discourse in Action: Introducing Mediated Discourse Analysis (pp. 73–93). Routledge.
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Dates et versions

hal-04162289 , version 1 (14-07-2023)

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  • HAL Id : hal-04162289 , version 1

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Dacia Dressen-Hammouda, Ciara R. Wigham. Adapting LSP genre-based pedagogies to the digitally-mediated workplace: Supporting the emergence of professional video-based genre design competence. AELFE-LSPPC International Conference 2023, Jun 2023, Zaragoza, Spain. ⟨hal-04162289⟩

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