@article{Querol-Julián_Fortanet-Gómez_2019, title={Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students}, volume={19}, url={https://revistas.um.es/ijes/article/view/348911}, DOI={10.6018/ijes.348911}, abstractNote={<p>The last teaching-learning stage in the education system is the doctoral programmes, which turn graduate<br>students into researchers. This evolution involves writing a dissertation, but also being able to discuss research.<br>However, training on spoken genres has not received much attention, and the interest has been mainly on<br>monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)<br>that follows the paper presentation, which is particularly challenging for novice researchers. We present a<br>learner-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.</p>}, number={2}, journal={International Journal of English Studies}, author={Querol-Julián, Mercedes and Fortanet-Gómez, Inmaculada}, year={2019}, month={Dec.}, pages={61–82} }