Learning Multimodal Discourse Strategies in the EFL Classroom
Metadatos
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comunitat-uji-handle2:10234/71345
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Título
Learning Multimodal Discourse Strategies in the EFL ClassroomAutoría
Tutor/Supervisor; Universidad.Departamento
Fortanet-Gomez, Inmaculada; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019Editor
Universitat Jaume IResumen
English as a L2 teaching in secondary education in Spain has long been tackled as a
linguistic subject focused on speech and writing without introducing multimodal
strategies to complement the use of the language ... [+]
English as a L2 teaching in secondary education in Spain has long been tackled as a
linguistic subject focused on speech and writing without introducing multimodal
strategies to complement the use of the language itself. Linguists have shown that
discourse is not only used and expressed in and/or by language (Kress & Van Leeuwen,
2001).
Multimodality is a wide and diverse concept that points to different modes of making
meaning. However, Multimodality has been approached as a discipline rather than a
theory that can apply to different fields. For instance, Gunther Kress (2004) presents
Multimodality as a part of communication in Social Semiotics, a subfield of linguistics in
which multimodal discourse is cross-cultural. O’Halloran (2016), nonetheless, aims to
describe Multimodality within the frame of Systemic Functional Linguistics as the ways
in which language is organized and used to fulfil a range of social patterns.
Many studies centre on the scope of Multimodal Discourse on media, but there is little
research about the use of gesture and gaze in speech (Kendon, 2004). Thus, this paper
aims to describe an instructional approach to multimodal discourse in the EFL
classroom and define the outcomes of using Multimodal strategies so as to enhance the
communication of secondary school students in English discourse.
Therefore, it is very difficult and potentially problematic to talk about Multimodality
without making explicit one’s theoretical and methodological stance. Empirical materials
have been collected to analyse the outcomes of these strategies’ use through
presentations, role-plays, transcription and videos.
The main results of the present paper point to a greater understanding and performance
of the speech when using multimodal resources such as gesture, gaze and intonation.
Consequently, in this paper, a wide range of activities are shown to implement in the EFL
classroom in order to enable teachers to develop activities to foster their students’
‘multimodal communicative competence’. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | Multimodality | secondary school | strategies | EFL students | multimodal discourse
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2018/2019.
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
Licencia CC-BY-NC-ND
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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