The slides are approached as a platform for the study of so-called visual lexicogrammar. The aim of the study is twofold: (1) it attempts to present an in-depth overview of research on multimodality in relation to academic language, and (2) it offers a (mostly quantitative) analysis of slides from PowerPoint presentations. The paper approaches academic talks or conference presentations (CPs) as a research- process genre which is based on the interplay of the written and spoken modes. These findings are briefly discussed with reference to their theoretical and pedagogical implications. The study’s main results were as follows: first, that presentation sections were distinctively configured by arrays of multimodal action second, that the effectiveness of speech in performing specific moves in the genre was moderated in several specific ways by actions in other modes and third, that some moves were performed in part by non-verbal actions. With the aim of exploring how the use of different modes varied between sections, and how these actions affected the speech of presenters, this research into student presentations given at a university in Turkey combined a move-step analysis of speech with a mixed-methods study of multimodality. Despite its obvious importance to learning and assessment across the academy, the undergraduate classroom presentation has received less research attention than other academic genres, and little is known about how multiple modes of communication are deployed within it.
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