000167890 001__ 167890
000167890 005__ 20260122111948.0
000167890 0247_ $$2doi$$a10.1177/0033688219896862
000167890 0248_ $$2sideral$$a117392
000167890 037__ $$aART-2020-117392
000167890 041__ $$aeng
000167890 100__ $$0(orcid)0000-0003-0454-5457$$aLuzón, María José$$uUniversidad de Zaragoza
000167890 245__ $$a‘Had a lovely week at #conference2018 ’: An Analysis of Interaction through Conference Tweets
000167890 260__ $$c2020
000167890 5060_ $$aAccess copy available to the general public$$fUnrestricted
000167890 5203_ $$aTwitter has become a common feature of academic conferences, used by organizers to provide information about the conference and by attendees to engage in discussion about the conference topics, share information, and create social links and networks within the community. This study examines the tweets from two conferences in Applied Linguistics in order to analyse the networked language practices of scholars using Twitter during conferences. More specifically, in this study we address the following questions: (i) what are the purposes for which scholars in this disciplinary community use Twitter during conferences? (ii) how are different semiotic resources (e.g. linguistic forms, pictures, videos, embedded slides) combined to orchestrate meaning and achieve these various rhetorical purposes? We also look at how Twitter features (hashtags, replies, retweets, mentions) contribute to these rhetorical purposes. The analysis reveals that tweets are mostly intended to create and maintain cohesive links or to encourage peers to perform specific actions. In order to achieve these functions scholars compose their tweets by using a variety of (linguistic and non-linguistic) expressions of stance and engagement (Hyland, 2005). We suggest that, given the increasingly important role of social media for scholarly communication, a central concern of EAP courses should be to help students develop the competence of composing multimodal texts. Scholars need to understand the ways in which the multiple semiotic resources available to them in social media can be used effectively to engage other members of the community in these new digital contexts.
000167890 536__ $$9info:eu-repo/grantAgreement/ES/DGA/H16-17R$$9info:eu-repo/grantAgreement/ES/MCIU/FPU17-04989$$9info:eu-repo/grantAgreement/ES/MINECO/FFI2015-68638-R
000167890 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000167890 590__ $$a1.596$$b2020
000167890 591__ $$aLINGUISTICS$$b69 / 192 = 0.359$$c2020$$dQ2$$eT2
000167890 592__ $$a0.777$$b2020
000167890 593__ $$aEducation$$c2020$$dQ1
000167890 593__ $$aLinguistics and Language$$c2020$$dQ1
000167890 593__ $$aLanguage and Linguistics$$c2020$$dQ1
000167890 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000167890 700__ $$aAlbero-Posac, Sofía$$uUniversidad de Zaragoza
000167890 7102_ $$13004$$2345$$aUniversidad de Zaragoza$$bDpto. Filolog.Inglesa y Alema.$$cÁrea Filología Inglesa
000167890 773__ $$g51, 1 (2020), 33-51$$tRELC Journal$$x0033-6882
000167890 8564_ $$s890721$$uhttps://zaguan.unizar.es/record/167890/files/texto_completo.pdf$$yPostprint
000167890 8564_ $$s1483210$$uhttps://zaguan.unizar.es/record/167890/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000167890 909CO $$ooai:zaguan.unizar.es:167890$$particulos$$pdriver
000167890 951__ $$a2026-01-22-10:26:51
000167890 980__ $$aARTICLE