Examinando por Materia "Multimodalidad"
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Publicación Acceso abierto Cartoon-Based R2L cycle: a multimodal approach to biographical recounts(2022-08-30) Ogaza Gómez, Dina Luz; Pacheco Machado, Leonardo JoséLearning to read and write different types of texts is essential for English foreign language (EFL) students and required in all educational contexts. That is why this study was applied in a bilingual school, where fifth grade students faced great difficulties to understand texts when reading and organize their ideas when writing. Students were unable to make sense of texts, organize and connect ideas, and write independent texts. Therefore, the purpose of this qualitative study, rooted in an action research design, was to promote students’ reading and writing skills in their second language by incorporating Cartoons as multimodal texts and following the sequence of the reading to learn (R2L) pedagogy. R2L is an approach that enables students to develop their reading and writing skills. Through R2L, students can make meaning of texts and construct independent texts based on the analysis and co-construction of a model text. Data was gathered through a diagnostic task, participant observation, two reading tasks, students' writing samples, audio-recordings, a teacher’s journal, and a focus group. Results showed significant changes in students' ability to understand and write biographies and revealed that the use of cartoons as multimodal texts were essential in student's understanding and written production.Publicación Acceso 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 MaríaVocabulary, 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.Publicación Acceso abierto Movie trailers, multimodal texts to promote interpretive skills(2023-08-26) Madrid Fadul, Lesbia Isabel; Pacheco Machado, Leonardo José; Leonardo PachecoIn 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.Publicación Acceso abierto The merge of multimodal modes for facilitating target language comprehensibility(2022-07-29) Moreno Fernández, María Fernanda; Canabal Rodríguez, Hernán Eugenio; Sagre Barboza, Ana MaríaMultimodality involves different forms or modes of expression, among which we mainly find the visual, linguistic, spatial, aural and gestural modes. Even several studies have been conducted analyzing those modes, but separately, our point is that converging these modes in the same social interaction helps the participants to create meaning. Facilitating target language comprehensibility is a core practice based on strategies that the teacher makes use of with the aim of getting students to obtain a better understanding of the target language and to facilitate its meaning, it follows 3 stages, create comprehensible language, create context for comprehension and create comprehensible interaction. These 3 stages help educators to achieve significant interactions in the L2 classroom and converging the different multimodal modes while implementing this practice can improve the performance of the social interactions. Considering this, this study aimed to explore how the merge of multimodal modes facilitate target language comprehensibility. To achieve that, many research articles guided us during the investigation. For the data collection procedures an EFL class was analyzed, the participants were a pre-service teacher and his students when doing his teaching practices. The data collection method used was video viewing and to show the results we used transcriptions with the conversation analysis method (CA). The results of this investigation showed that merging the multimodal modes makes easier for students and teachers create meaning and facilitates target language comprehensibility