25.4547, Diss: Applied Ling, Discipline of Ling, Discourse Analysis, Ling Theories: Alyousef: 'Investigating International Postgraduate Business Students’ Multimodal Literacy...'

Thu Nov 13 04:30:36 UTC 2014

LINGUIST List: Vol-25-4547. Wed Nov 12 2014. ISSN: 1069 - 4875.

Subject: 25.4547, Diss: Applied Ling, Discipline of Ling, Discourse Analysis, Ling Theories: Alyousef: 'Investigating International Postgraduate Business Students’ Multimodal Literacy...'

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Date: Wed, 12 Nov 2014 23:28:18
From: Hesham Alyousef [hesham.alyousef at gmail.com]
Subject: Investigating International Postgraduate Business Students’ Multimodal Literacy And Numeracy Practices: A Multidimensional Approach

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Institution: University of Adelaide 
Program: European Studies and Linguistics 
Dissertation Status: Completed 
Degree Date: 2014 

Author: Hesham Suleiman Dawoud Alyousef

Dissertation Title: Investigating International Postgraduate Business Students’ 
Multimodal Literacy And Numeracy Practices: A
Multidimensional Approach 

Linguistic Field(s): Applied Linguistics
                     Discipline of Linguistics
                     Discourse Analysis
                     Linguistic Theories

Dissertation Director(s):
Peter Mickan
Michelle Yvette Picard

Dissertation Abstract:

The purpose of this ethnographic case study is to document multimodal literacy
and numeracy practices of seven Saudi postgraduate students enrolled in the
Master of Commerce Accounting program at the University of Adelaide,
Australia. Specifically, it aims to investigate the interrelated dimensions of
multimodal texts, literacy and numeracy practices, and contexts. 

The study employs a multidimensional framework for researching the
participants’ literacy and numeracy practices in three course modules:
Accounting Concepts and Methods, Principles of Finance, and Management
Accounting. The study includes a metadiscourse analysis of collaborative wiki
literacy practices in the Intermediate Financial Reporting module. The
framework consists of three stages of analysis: description of literacy and
numeracy requirements, description of literacy events and participants’ actual
practices and their experiences, and a Systemic Functional Multimodal
Discourse Analysis (SF-MDA) of business texts. The analysis of the study is
primarily based on Systemic Functional Linguistics (SFL) (Halliday, 1985;
Halliday & Hasan, 1976; Halliday & Matthiessen, 2004). The findings of the
case study revealed the academic literacy and numeracy practices students were
expected to manage with in key topics in the business modules.  

The analysis of the three accounting modules and the online literacy practices
revealed the multimodal and multisemiotic nature of accounting discourse,
diversity of text type, the literacy and numeracy practices, and features of
collaborative learning. The multiple-perspective framework has implications
for the investigation of tertiary students’ literacy practices in other
disciplines with the application of an SF-MDA of financial statements, graphs,
and mathematical symbolism.

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