Abstracts Language, Literature, and Linguistic

Apresentações orais assíncronas em vídeo produzidas em contexto pandêmico: contribuições para o ensino do gênero pós-pandemia: Asynchronous oral presentation in video produced in the pandemic context: contributions for a post pandemic teaching

by Jéssica Cristina [UNESP] Castellan

This research aims to characterize asynchronous oral presentations in video recorded during a pandemic contexto, according to linguistic and non-linguistic aspects. To achieve this, we rely on the epistemological framework of Sociodiscursive Interactionism (Bronckart, 1999/2009, 2006a, 2006b, 2008, 2012, 2013; Machado; Bronckart, 2009) and on the assumptions of genre teaching through the construction of didactic models (Machado; Cristóvão, 2009; Pietro; Schneuwly, 2014). Based on this approach, firstly, we conducted a survey of works that have already modeled oral presentations. Next, we selected five asynchronous oral presentations produced in video format by undergraduate students from a public state university in São Paulo. The six texts were selected due to the similarities they share with face-to-face oral presentations found in academic-scientific context, mainly in the classroom. We based our analyses on Machado and Bronckart (2009), who consider the broader socio-historical context of text production; and on Bronckart's text analysis model (1999/2009, 2006b), focusing on the production context and the three layers of textual architecture: general infrastructure, thematic coherence, and pragmatic coherence. Non-linguistic aspects were explored based on Rojo and Barbosa's concept of multimodality (2015); Dolz, Schneuwly, and Haller's non-linguistic means (2004); Jakubinskij's visual and auditory perception of the interlocutor (2015); and Rossette-Crake's gestures and gazes (2019). To complement the analyses, we applied a questionnaire produced by Abreu-Tardelli, Cardoso, and Castellan (2023), which allowed us to obtain information about working with its genre in the classroom, such as those related to a) the preparation process; b) the production and editing process of the videos; c) the presentation moment; d) the producers' perceptions of their own production, and; e) the producers' perceptions of the other(s) and their production(s). As a result, we found that the pandemic context led to the asynchrony of the locations and moments of production and reception of the presentations. Furthermore, the video format influenced the presentation preparation process, especially in rehearsals and reshoots, and in the use of production and editing tools for recordings. Regarding linguistic aspects, the analyzed presentations feature elements already found in works focused on the study of oral presentations. Concerning non-linguistic elements, the video format led to presenters' concern about their image exposure, which impacted on more conscious choices regarding the arrangement and occupation of spaces, bodily attitudes, and outward appearance. We also observed a higher recurrence of gazes not directed at the camera, which affects interaction with the audience; bodily gestures accompanying speech, emphasizing or mimicking what is spoken, and gestures relieving the producer's discomfort. These aspects were added to didactic models of oral presentations, which contributes to its expansion, mainly in its non linguistic…