A genre-oriented analysis of TikTok instructional discourse

Computer-mediated communication in class Pub Date : 2024-02-09 DOI:10.1075/ttmc.00124.tom

Laura Tommaso

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Abstract

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.

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以体裁为导向的 TikTok 教学话语分析

本研究旨在为数字教学话语分析做出贡献，以便深入了解EFL课堂在某种意义上是如何在业余专家（Tolson，2010年；Bhatia，2018年）手中转移到网络上的，业余专家利用自己的话语能力、学科知识和专业实践创造了一个非正式的学习环境。本文结合定量、定性和案例研究数据，探讨了体裁分析在教育社交媒体研究中的价值。文章特别关注了精选的 TikTok 视频迷你课程的修辞和词汇语法特征，其目标群体是以英语为外语的意大利人。对数据的分析表明，TikTok 上的数字语言教学话语是一个结构化的事件，具有反复出现的修辞模式和语言特点，以达到教学和宣传交际的目的。随着信息和通信技术的广泛应用以及在线学习的发展，需要对教学话语的转换过程进行分析，因此这项研究具有相当大的现实意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Computer-mediated communication in class

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