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The merge of multimodal modes for facilitating target language comprehensibility

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dc.contributor.advisorSagre Barboza, Ana Maríaspa
dc.contributor.authorMoreno Fernández, María Fernanda
dc.contributor.authorCanabal Rodríguez, Hernán Eugenio
dc.date.accessioned2022-08-03T17:27:23Z
dc.date.available2022-08-03T17:27:23Z
dc.date.issued2022-07-29
dc.description.abstractMultimodality 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 comprehensibilityspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsAcknowledgements ............................................................................................................... Vspa
dc.description.tableofcontentsAbstract ................................................................................................................................. VIspa
dc.description.tableofcontents1. Introduction ..................................................................................................................... 8spa
dc.description.tableofcontents2. Theoretical Framework ................................................................................................. 10spa
dc.description.tableofcontents2.1. Multimodality ........................................................................................................ 10spa
dc.description.tableofcontents2.2. Facilitating target language comprehensibility: A core teaching practice ............. 11spa
dc.description.tableofcontents3. Literature Review .......................................................................................................... 13spa
dc.description.tableofcontents4. Methodology ................................................................................................................. 16spa
dc.description.tableofcontents4.1. Type of study ......................................................................................................... 16spa
dc.description.tableofcontents4.1.1. Case Study ...................................................................................................... 16spa
dc.description.tableofcontents4.2. Context and participants ........................................................................................ 17spa
dc.description.tableofcontents4.3. Data collection procedures ......................................................................................... 18spa
dc.description.tableofcontents4.4. Data analysis .............................................................................................................. 18spa
dc.description.tableofcontents5. Findings ......................................................................................................................... 21spa
dc.description.tableofcontents5.1. Warm-Up Activity to Introduce a Topic ................................................................ 21spa
dc.description.tableofcontents5.2. Presenting Local and Foreign Gastronomy ........................................................... 25spa
dc.description.tableofcontents5.3. Classification Of Colombian and American Food ................................................. 32spa
dc.description.tableofcontents6. Discussion ..................................................................................................................... 38spa
dc.description.tableofcontents7. Conclusion ..................................................................................................................... 42spa
dc.description.tableofcontentsBibliography ......................................................................................................................... 43spa
dc.description.tableofcontentsAppendix .............................................................................................................................. 45spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6227
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsMultimodalityeng
dc.subject.keywordsTarget language comprehensibilityeng
dc.subject.keywordsMeaningeng
dc.subject.keywordsConversation analysiseng
dc.subject.keywordsPracticeeng
dc.subject.proposalMultimodalidadspa
dc.subject.proposalComprensión del lenguaje destinospa
dc.subject.proposalSignificadospa
dc.subject.proposalAnálisis de la conversaciónspa
dc.subject.proposalPrácticaspa
dc.titleThe merge of multimodal modes for facilitating target language comprehensibilityspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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dcterms.referencesGarcía, A. N. F. Multimodal Analysis of Classroom Interaction.spa
dcterms.referencesJaeuk, P. A. R. K. (2017). Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC). Eurasian Journal of Applied Linguistics, 3(2), 121-138.spa
dcterms.referencesAsan, O., & Montague, E. (2014). Using video-based observation research methods in primary care health encounters to evaluate complex interactions. Informatics in primary care, 21(4), 161.spa
dcterms.referencesGaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational research review, 16, 41-67.spa
dcterms.referencesZhang, Y. (2016). Multimodal teacher input and science learning in a middle school sheltered classroom. Journal of Research in Science Teaching, 53(1), 7-30.spa
dcterms.referencesGoffman, E. (1981). Forms of talk. University of Pennsylvania Press.spa
dcterms.referencesYin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.spa
dcterms.referencesGoodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73.spa
dcterms.referencesDavin, K. J., & Troyan, F. J. (2015). The implementation of high‐leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124-142.spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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