Examinando por Materia "Multimodality"

Mostrando 1 - 4 de 4
  • Miniatura
    PublicaciónAcceso abierto
    Cartoon-Based R2L cycle: a multimodal approach to biographical recounts
    (Universidad de Córdoba, 2022-08-30) Ogaza Gómez, Dina Luz; Pacheco Machado, Leonardo José
    Aprender a leer y escribir diferentes tipos de textos es esencial para los estudiantes de inglés como lengua extranjera (EFL) y se requiere en todos los contextos educativos. Es por ello que este estudio se aplicó en un colegio bilingüe, donde los estudiantes de quinto grado se enfrentaban a grandes dificultades para comprender textos al leer y organizar sus ideas al escribir. Los estudiantes no pudieron dar sentido a los textos, organizar y conectar ideas y 6 escribir textos independientes. Por lo tanto, el propósito de este estudio cualitativo, arraigado en un diseño de investigación acción, fue promover las habilidades de lectura y escritura de los estudiantes en su segundo idioma mediante la incorporación de textos icónicos como textos multimodales y siguiendo la secuencia de la pedagogía de lectura para aprender (R2L). R2L es un enfoque que permite a los estudiantes desarrollar sus habilidades de lectura y escritura. A través de R2L, los estudiantes pueden dar sentido a los textos y construir textos independientes basados en el análisis y la co-construcción de un texto modelo. Los datos se recopilaron a través de una tarea de diagnóstico, observación participante, dos tareas de lectura, muestras de escritura de los estudiantes, grabaciones de audio, un diario del maestro y un grupo focal. Los resultados mostraron cambios significativos en la capacidad de los estudiantes para comprender y escribir biografías y revelaron que el uso de dibujos animados como textos multimodales fue esencial en la comprensión y producción escrita de los estudiantes.
  • Miniatura
    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.
  • Miniatura
    PublicaciónAcceso 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 María
    Multimodality 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