Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students

Fortanet-Gómez, Inmaculada ^[1] ; Querol-Julián, Mercedes ^[2]
1. [1] Universitat Jaume I
  
  Universitat Jaume I
  
  Castellón, España
2. [2] Universidad Internacional de La Rioja
  
  Universidad Internacional de La Rioja
  
  Logroño, España
Localización: IJES: international journal of English studies, ISSN 1578-7044, ISSN-e 1989-6131, Vol. 19, Nº. 2, 2019 (Ejemplar dedicado a: Open Issue), págs. 61-82
Idioma: inglés
Enlaces
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Resumen
- The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the paper presentation, which is particularly challenging for novice researchers. We present alearner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.