Despite its obvious importance to learning and assessment across the academy, the undergraduate classroom presentation has received less research attention than other academic genres, and little is known about how multiple modes of communication are deployed within it. To explore how the use of different modes varied between sections, and how these actions affected the speech of presenters, this research into student presentations given at a university in Turkey combined a move-step analysis of speech with a mixed-methods study of multimodality. The study's main results were as follows: first, that presentation sections were distinctively configured by arrays of multimodal action; second, that the effectiveness of speech in performing specific moves in the genre was moderated in several specific ways by actions in other modes; and third, that some moves were performed in part by non-verbal actions. These findings are briefly discussed with reference to their theoretical and pedagogical implications.

尽管对整个学院的学习和评估有着明显的重要性，但与其他学术流派相比，本科课堂的演讲受到了较少的研究关注，并且人们对其中如何部署多种沟通方式知之甚少。为了探究各节之间使用不同模式的方式是如何变化的，以及这些动作如何影响演讲者的言语，这项针对土耳其某大学学生演讲的研究将言语的移动分析与多模式的混合方法研究相结合。这项研究的主要结果如下：首先，演示部分由多种多式联运的动作构成。其次，在其他类型的动作中，以几种特定的方式削弱了言语在执行特定类型动作中的有效性。第三，某些动作是通过非语言动作部分执行的。简要讨论了这些发现，并参考了它们的理论和教学意义。