An Embodied Multi-perspective Genre Analysis of PhD Oral Thesis Defences

Abstract

English for Academic Purposes (EAP) researchers have, over the years, paid considerable attention to written academic genres over spoken genres. However, recent developments in the field of multimodal studies have ignited increasing interest in various spoken academic genres too, including academic lectures and conference presentations. This notwithstanding, interactive academic genres, particularly the PhD oral thesis defence (henceforth, the PhD viva)—a crucial genre that culminates in the award of doctoral degrees in many contexts across the globe—have received little attention from EAP and multimodality researchers and practitioners. The present study seeks to fill this gap by undertaking an embodied multi-perspective genre analysis of PhD vivas conducted in a Ghanaian university to examine: (i) how interactants in PhD vivas utilise various semiotic resources to negotiate critical moments and achieve intended communicative purposes, and (ii) how students and examiners position themselves and others during the interactions. 11 video recordings of PhD vivas are analysed using a proposed genre analytical framework (an embodied multi-perspective interactive genre analysis—EMIGA) which is based on Bhatia’s (2017, 2024) multi-perspective multidimensional genre analysis approach and draws on Goodwin’s (2013, 2018) cooperative embodiment framework and positioning theory (Harré & Langenhove, 1991; McVee et al., 2021). Results of the analysis are triangulated with findings from thematically analysed text-based interviews from key participants. Analysis shows that the successful negotiation of PhD vivas involves effective use of pragmatic skills (to, for instance, determine when to concede and when to defend), and politeness strategies for face-work management. Analysis also highlights that participants employ embodied resources to serve interactive and pragmatic purposes including mitigating face-threats during PhD vivas. Findings from the project informed the development of pedagogical models for the teaching and learning of interactive academic genres and the negotiation of questioning interactions in academic talks. The study, therefore, has implications for the professional socialisation of doctoral students in advanced English for academic purposes and disciplinary contexts alike. Not only that, but the study also has implications for research on interactive genres in the fields of ESP and EAP as it makes a significant contribution in terms of developing a methodology for the study of interactive genres.

Date of Award	27 Aug 2025
Original language	English
Awarding Institution	City University of Hong Kong
Supervisor	Christoph HAFNER (Supervisor)