A genre-oriented analysis of TikTok instructional discourse
This study intends to contribute to the analysis of digital instructional discourse in order to gain an insight
into how the EFL classroom has in some sense shifted online in the hands of
amateur experts (
Tolson 2010;
Bhatia 2018), who create an
informal learning environment by drawing on their discursive competence, disciplinary knowledge and professional practice. By
incorporating quantitative, qualitative, and case study data, this article considers the value of genre analysis in educational
social media research. It focuses, particularly, on the rhetorical and lexico-grammatical features of a selection of
TikTok video mini-lessons targeting Italian speakers of English as a foreign language. Analysis of the data
reveals that digital language teaching discourse on
TikTok is a structured event with recurrent rhetorical
patterns and linguistic features for achieving both pedagogical and promotional communicative purposes. The research bears
considerable relevance given the need for the analysis of transformation processes in instructional discourse amid the widespread
use of information and communication technologies and the advance of online learning.
Article outline
- 1.Introduction
- 2.Discourse in educational settings
- 3.Data gathering and corpus-building process
- 4.Methods
- 5.Findings and discussion
- 5.1Overview: Participants, themes, codes
- 5.2Rhetorical structure
- 5.3Meta-discoursal strategies
- 5.3.1Engagement markers
- 5.3.2Stance
- 6.Conclusion
- Note
-
References
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