Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/80750
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dc.contributor.authorAlyousef, Hesham Suleiman D.en
dc.date.issued2013en
dc.identifier.citationSocial Semiotics, 2013; 23(1):18-46en
dc.identifier.issn1035-0330en
dc.identifier.urihttp://hdl.handle.net/2440/80750-
dc.description.abstractEmpirical research studies of finance have investigated students' performance in Principles of Finance courses and the effect of class attendance on students' performance. Similarly, accounting research has been directed at readability of accounting narratives and lexical choices. However, no published study has explored and analysed the multimodal literacy and numeracy social practices of international students in a core business module, and within a multidimensional research framework. This study is of interest as most international ESL/EFL students in Australia and elsewhere are enrolled in business programmes. This paper explores the literacy and numeracy social practices of 10 first-year Master of Commerce Accounting international students in a Principles of Finance module. It is underpinned by the proposed multidimensional framework which is framed by Halliday's systemic functional linguistic theory and by O'Halloran's multisemiotic framework for the analysis of mathematical symbolism. The findings are presented in terms of (1) the epistemologies of Principles of Finance, (2) a Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the experiential meanings in students' capital budgeting management reports, and (3) a description of the actual practices the participants engaged with to complete the assignment and their explanations of their texts. Implications of these findings and the research framework presented. The SF-MDA contributes to the description of experiential meaning in financial tables and graphs. It indicates a potential research tool for the systemic functional analysis of multimodal finance and accounting discourses. The multidimensional exploration of participants' literacy practices presented here could also provide a framework for similar investigation across a broad range of educational settings.en
dc.description.statementofresponsibilityHesham Suleiman Alyousefen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2013 Taylor & Francisen
dc.subjectliteracy practice; experiential meaning; systemic functional multimodal; discourse analysis; multimodal; business discourse; finance literaciesen
dc.titleAn investigation of postgraduate Business students' multimodal literacy and numeracy practices in Finance: A multidimensional explorationen
dc.typeJournal articleen
dc.contributor.schoolSchool of Humanities : Linguisticsen
dc.identifier.doi10.1080/10350330.2012.740204en
Appears in Collections:Linguistics publications

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