Informace o publikaci
Comparing the written and the video abstract: The impact of multimodality on metadiscourse choice
| Autoři | |
|---|---|
| Rok publikování | 2026 |
| Druh | Kapitola v knize |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This chapter explores the impact of the transition to new digital technologies and their multimodal affordances on the rhetorical strategies scholars select to address viewers in video abstracts. Specifically, it explores the use of metadiscourse in a small corpus of 30 video abstracts and the corresponding printed abstracts of articles on theoretical mathematics published in the Journal of Number Theory (Elsevier). Drawing on Hyland’s (2005) interpersonal metadiscourse framework, the study compares the occurrence, distribution and functions of interactional and interactive metadiscourse in video abstracts and printed abstracts and analyses differences resulting from the recontextualisation of scientific content in video abstracts aiming to adjust it to a new communicative context. The analysis also considers differences in metadiscourse across three types of mathematical video abstracts – lecturing, conferential and conversational. The findings show that metadiscourse is used more extensively in video abstracts than in printed abstracts and varies across the lecturing, conferential and conversational types. The most striking differences have been found in the self-mention, engagement and transitions categories. These results indicate that when recontextualising scientific content in the video abstract scholars tend to increase their visibility, make explicit the argument chain and engage more actively with the audience. |
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