{"title":"The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university","authors":"Vicent Beltrán-Palanques , Mercedes Querol-Julián","doi":"10.1016/j.esp.2024.05.002","DOIUrl":null,"url":null,"abstract":"<div><p>ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that requires speakers to choose how to convey content, design suitable visuals, and engage audiences. The dataset for the study consists of 7 PK presentations delivered during a social event at an architecture conference. Adopting a multimodal discourse analysis lens, we analyse this set of PK presentations in terms of rhetorical structure and the way in which intersemiotic relations unfolded (synchronisation between speech and visuals and the modal density of slides). The analysis demonstrates that PK presentations entail an intricate multimodal composition consisting of three moves in which professional and personal narratives intertwine. The examination of intersemiotic relations reveals how speech and visuals interplay effectively to transmit meaning and engage the audience. The results of this study provide critical information to design a research-informed pedagogy to enhance ESP students' multimodal literacy.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0889490624000231/pdfft?md5=a28e111c0508751c717266dedcb94bf4&pid=1-s2.0-S0889490624000231-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0889490624000231","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that requires speakers to choose how to convey content, design suitable visuals, and engage audiences. The dataset for the study consists of 7 PK presentations delivered during a social event at an architecture conference. Adopting a multimodal discourse analysis lens, we analyse this set of PK presentations in terms of rhetorical structure and the way in which intersemiotic relations unfolded (synchronisation between speech and visuals and the modal density of slides). The analysis demonstrates that PK presentations entail an intricate multimodal composition consisting of three moves in which professional and personal narratives intertwine. The examination of intersemiotic relations reveals how speech and visuals interplay effectively to transmit meaning and engage the audience. The results of this study provide critical information to design a research-informed pedagogy to enhance ESP students' multimodal literacy.
期刊介绍:
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.