Examinando por Materia "Interpretive tasks"

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    PublicaciónAcceso abierto
    Interpretive tasks Based on e-posters to help ninth graders learn english vocabulary
    (Universidad de Cordoba, 2023-12-12) Burgos Carrascal, Kevin Rafael; Castro Julio, Jesús Daniel; Naranjo, José Luis; Martinez Diaz, Luis Alfredo; Racero Diz, José María
    Vocabulary, comprising words used in a language, varies across languages and evolves with cultural and situational influences. It serves as a social skill, fostering interaction, meaning making, and communication between individuals, with its primary aim being effective communication. Acquiring vocabulary in a second language poses a significant challenge for students, who often ponder how to learn and retain numerous words. In a public school in Monteria, students faced difficulties memorising new words, analysing authentic texts, interpreting images. Moreover, English teachers in this context seldom utilise engaging and authentic materials for teaching this skill, despite having valuable technological resources at their disposal. Consequently, this study sought to explore interpretive tasks based on e-posters to help ninth graders learn English vocabulary. Specifically, we aimed to elucidate potential changes in students' vocabulary learning and image interpretation abilities, while also understanding the challenges and limitations faced by EFL students following the integration of these pedagogical models. To achieve this, our action research utilised data sources including video-recorded observations, a teacher's journal, interpretive task activities, e-poster creations, semi-structured interviews, and a focus group. Subsequently, upon analysing the data, conclusive results emerged regarding changes in students' vocabulary learning, authentic materials' interpretation, and e-poster creation abilities. Students demonstrated an improved grasp of the main idea and notable enhancement in comprehending specific information based on the applied methodology.
  • Miniatura
    PublicaciónAcceso abierto
    Movie trailers, multimodal texts to promote interpretive skills
    (Universidad de Córdoba, 2023-08-26) Madrid Fadul, Lesbia Isabel; Pacheco Machado, Leonardo José
    In recent years listening, especially active listening as part of the interpretive mode of communication, has had a significant interest in language research that it seems not to have in the past. Interpreting audio texts has become a difficult task for second and foreign language students. Students feel frustrated when they do not interpret, comprehend or infer ideas or situations from authentic texts. This study focuses on the development of interpretive skills not only to comprehend but to interpret ideas or situations. At the same time, it brings multimodality up, one of the emerging theories which benefit language learning. This study aims at using interpretative tasks based on movie trailers as multimodal texts to promote interpretative skills in the language classroom. The methodology used in this project embraces a qualitative design in which students' interpretative actions and multimodality role will be explored. The participants for this research are teenagers of a public high school in Colombia. Data was collected taking in consideration the stages of action research (plan, act, observe and reflect) and the analysis followed thematic data analysis procedures. The implementation of interpretative tasks based on movie trailers as multimodal text promoted interpretative actions concerning movie trailer story and students’ real life; critics about society's stereotypes and meaningful reflection concerning human behavior; in addition, students described their experience in terms of the methodology, materials implemented, and the role of multimodality. In the same way this study could be an opportunity for researchers to add to the field of multimodality and explore learners as meaning makers.