Multimodality, Digitalization and Cognitivity in Communication and Pedagogy (Numanities - Arts and Humanities in Progress, 20)

✍ Scribed by Natalya V. Sukhova (editor), Tatiana Dubrovskaya (editor), Yulia A. Lobina (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 248
• Category: Library

✦ Synopsis

This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics.
Part I presents methods of analysing multimodal communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains somepractical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students’ and teachers’ personalities.
The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners’ interest in these fields.

✦ Table of Contents

Contents
Editors and Contributors
1 Communication Challenges in Modern Social Practices
References
Part I Studies in Multimodality
2 Patterns of Discourse Organization in Multimodal Discourse of Crowdfunding Project Presentations
2.1 Introduction
2.2 Multimodal Discourse Analysis
2.3 Patterns of Discourse Organization
2.4 Patterns of Discourse Organization in Multimodal Discourse
2.5 Crowdfunding Platform and Project Presentation: Kickstarter
2.6 Aims, Methods and Materials
2.7 Patterns of Multimodal Discourse Organization in Promotional Videos of Crowdfunding Project Presentation
2.7.1 Transfer of Moves Across Modes
2.7.2 Move-And-Pattern Overlap
2.7.3 Rupture of Intermodal Cohesion
2.8 Conclusion
References
3 Regulating Social Behaviour by Multimodal Public Signs: Semiotic Pragmatics of Prohibition
3.1 Introduction
3.2 Multimodal Analysis: State-Of-The-Art Approaches
3.3 Re-Examining Public Signs
3.4 Public Signs as Ancillary Regulators: Case Studies
3.4.1 Translating Legal Norms: Power of the Verbal
3.4.2 Naïve Regulators: Supremacy of Multimodality
3.5 Conclusion
References
4 Methodological Problems in Analysing Non-verbal Arguments: The Case of Visual Argumentation
4.1 Introduction
4.2 Twenty Years as a Dichotomy
4.3 The Reasoning is the Seeing. Is It?
4.3.1 Argumentation as Comparing Visuals
4.3.2 The Necessity of the Verbal
4.4 Thousands of Words and a Single Picture
4.5 Conclusion
References
Part II Language Teaching Methodology for Digital Environments
5 Video Games in the Development of Cognitive Skills Relevant for Language Learning: A Systematic Review
5.1 Introduction
5.2 Literature Review
5.3 Research Method
5.4 Discussion
5.5 Conclusions
References
6 Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia
6.1 Introduction. The United States and Russia. Brick-and-Mortar Buildings: Recollections from the Field
6.2 National Missions and Competencies: Similarities Rule
6.3 ICT, Visions and Competencies
6.4 Computer-Assisted Language Learning (CALL): Past, Present and Future
6.5 Teaching, Technology and Transformation
6.6 Conclusion
References
7 Corpus Technologies in Teaching English to Speakers of Other Languages
7.1 Introduction
7.2 Data and Methodological Approach
7.3 Results and Discussion
7.4 Conclusion
References
8 Improving Lexicography Teaching: A Practical Approach
8.1 Introduction
8.2 Teaching Lexicography
8.3 The Lexica Project
8.4 Teaching Lexicography Through Practical Lexicographic Projects
8.4.1 LEXICA-Admin
8.4.2 English–Romanian Dictionary of Lexicography
8.5 Project Outcomes and Conclusions
References
Part III Cognitive Approaches to Language and Pedagogical Design
9 Writing, Imitation, and the Brain: Insights from Neuroscience Research
9.1 Introduction
9.2 Perspectives on Imitation and Writing
9.2.1 The Process Movement and Imitation
9.2.2 Ancient Rhetoricians and Imitation
9.2.3 Modern and Post-modern Perspectives on Imitation
9.2.4 Imitation and Academic Genres
9.3 Imitation and Neuroplasticity
9.3.1 Performance and the Brain
9.3.2 Neuroplasticity and Identity
9.4 The Imitation Project
9.4.1 Reflections and Results
9.5 Using Imitation in the Classroom
9.6 Conclusion
References
10 Modelling Spoken Genres for Foreign Language Learners
10.1 Introduction
10.2 Approaches to Genre and Genre-Based Pedagogies
10.3 Explicit and Implicit Approaches to Genre Modelling
10.4 Modelling the Genre of Storytelling
10.4.1 Building the Native Speaker’s Model
10.4.2 Building the Teacher’s Model
10.4.3 Building the Student’s Model
10.5 Conclusion
References
11 Methods of Psycholinguistic Research as Possible Cognitive Approaches to Linguistic Data Processing
11.1 Introduction: On the Importance of Methodological Consistency
11.2 Psycholinguistics as a Science and Its Specificity in Studying Cognitive Mechanisms
11.3 Theoretical Assumptions for Psycholinguistic Experimental Research
11.4 The Most Popular Psycholinguistic Methods and Examples of Their Use in the Research on Cognitive Mechanisms
11.4.1 In-Depth Interview Methodology
11.4.2 The Methods of Speech Activity Observation
11.5 Conclusion
References
12 Teacher Personality as a Factor of Pedagogical Design
12.1 Introduction
12.2 Data and Methodology
12.3 Results
12.4 Discussion
12.5 Conclusion
References
13 Phonetics as an Art: Real or Surreal Assessment Criteria?
13.1 Introduction
13.2 Assessment: General Considerations
13.3 Data and Methodology
13.3.1 A Broader Context of the Material for This Study
13.3.2 A Narrow Context for the Present Study
13.3.3 Methodological Premises. Neuroaesthetics: How We Perceive Objects and Life Experiences
13.4 Results
13.4.1 Assessment Results: Course in Phonetics and Mock CAE Exam
13.4.2 Assessment Results: Survey
13.5 Limitations
13.6 Conclusions
References
Correction to: Multimodality, Digitalization and Cognitivity in Communication and Pedagogy
Correction to: N. V. Sukhova et al. (eds.), Multimodality, Digitalization and Cognitivity in Communication and Pedagogy, Numanities - Arts and Humanitiesin Progress 20, https://doi.org/10.1007/978-3-030-84071-6
Index