1. Introduction

The chapter discusses internationalization in higher education and English-Medium Instruction (EMI), intercultural communication in HE, and organizational metadiscourse in academic lectures. It highlights the impact of EMI on universities and the importance of intercultural communicative competence (ICC) for successful communication. It also explores different aspects of metadiscourse, including its relevance in academic discourse and spoken intercultural communication. Additionally, it focuses on organizational metadiscourse and its functions in academic lectures.

2. Multimodal Discourse Analysis

This chapter describes the use of multimodal discourse analysis to examine the multimodal use of organizational metadiscourse in lectures, as well as the concept of mode and modal density in communication. It also discusses previous studies that have analyzed metadiscourse in spoken academic genres and outlines the research questions that will guide the analyses in the study.

3. Methodology

This chapter discussed the methodology used in the analysis, describing the dataset of three videorecorded EMI lectures from Universitat Jaume I. It also described the process of multimodal annotation, using MAV software to analyze verbal speech and embodied modes. The chapter also described the three levels of analysis conducted to explore the distribution of organizational metadiscourse, the nature of multimodal ensembles, and the contribution of metadiscourse to successful intercultural communication and engagement. Finally, the chapter mentioned that the results were presented to the lecturers in the recordings to enhance the reliability of the interpretations.

4. Results and Discussion

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In conclusion, a multimodal approach to organizational metadiscourse provides a more comprehensive understanding of its distribution and composition within intercultural lectures. The intertwining of verbal and non-verbal modes contributes to the effective communication of lecturers and enhances the comprehension of their messages by the audience.

5. Conclusions

This chapter has explored the multimodal use of organizational metadiscourse in three intercultural EMI lectures, providing a more detailed view of how these communicative events come about. Findings show a higher prevalence of introducing topic, previewing, reviewing, and contextualizing metadiscourse, with these instances often emphasized over the rest of instructional material. Pedagogical implications include the need to raise awareness and integrate concepts operatively within lecturer training courses to foster multimodal genre pedagogy and develop multimodal communicative competence. The study also acknowledges limitations, such as the limited size of the data analyzed and the need for further research to expand knowledge on the topic through new multimodal analyses on other types of metadiscourse in lectures.