scholarly journals Semiotic Modes in the Organization of Lectures in English and in Spanish

10.29007/wt5s ◽  
2018 ◽  
Author(s):  
Edgar Bernad-Mechó ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
Mother Tongue ◽  
Academic English ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Academic Lectures ◽  
Training Courses ◽  
Awareness Raising ◽  
Speech Events ◽  
Verbal Discourse ◽  
Recurrent Patterns

This paper aims at describing from a multimodal discourse analysis perspective, the organizational metadiscourse elements (and previewing and reviewing instances in particular) employed in academic lectures in English and in Spanish in order to connect speech events and structure the discourse. We believe that a multimodal approach (Fortanet-Gómez & Ruiz-Madrid, 2014; Querol-Julián, 2010; Querol-Julián & Fortanet-Gómez, 2012) provides a deeper understanding of how meaning is conveyed not only through linguistic elements but also through non-verbal items like paralanguage and kinesics.In order to carry out this study we selected two lectures in English from an African American Studies course which is part of Yale University’s collection of OpenCourseWare, and two lectures in Spanish from a Human Resources Studies course recorded at Universitat Jaume I. With the aim to describe possible recurrent patterns and relationships between verbal and non-verbal (paralinguistic and kinesic) elements, we will carry out a MDA in three phases: a linguistic transcription and identification of organizational metadiscourse using Ädel's (2006, 2010) model and taxonomy of metadiscourse for spoken academic English; a transcription of paralinguistic features (syllabic duration and loudness) and kinesic elements (hand-arm gestures); and an analysis of co-occurrences of modes to understand how meaning is conveyed.The final objective of this study is twofold, i) to approach multimodal academic discourse from a contrastive perspective and ii) to use the results for EAP training courses for Spanish teachers and students, as it has been observed that verbal and non-verbal discourse needs awareness raising in order to facilitate transfer from mother tongue to another language.

Multimodal discourse analysis in the blended teaching of college English flipped class

2021 ◽  
pp. 002072092110042
Author(s):  
Qiang Dou
Keyword(s):  
Discourse Analysis ◽  
Curriculum Reform ◽  
English Language ◽  
Wearable Technology ◽  
Multimodal Literacy ◽  
College English ◽  
New Era ◽  
English Teaching ◽  
Multimodal Discourse ◽  
Teachers And Students

With the development of the new curriculum reform in China, the traditional college English teaching model is no longer suitable for the needs of college English teaching tasks in the new era. The multimodal literacy teaching in the college English multimodal teaching mode is to help students internalize their English language skills after learning and understanding English knowledge, thus improving the efficiency of English learning. The hot spots and topics in the information age are always inseparable from technological innovation. Wearable technology is becoming more and more popular, the scope of research is expanding, and innovations are constantly emerging, showing interdisciplinary and integrated features. This paper introduces the wearable technology in detail, and takes the college English teaching as an opportunity. Through the questionnaire survey of teachers and students, this paper analyzes the survey data. The results of the survey show that wearable technology can stimulate academic interest in college English. This research attempts to conduct interdisciplinary research on multi-modal semiotics and humanistic teaching methods in the following areas, which expands the scope of research and, to a certain extent, enhances the vitality of multi-modal discourse analysis.

scholarly journals ‘Can We See It?’: Contextualizing ‘Deforestation’ from an English-Medium Science Textbook for a Primary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Ahmad Sugianto
Keyword(s):  
Primary School ◽  
Visual Image ◽  
School Level ◽  
Visual Images ◽  
Science Textbook ◽  
Descriptive Research ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Primary School Level

Understanding an English-medium science textbook is possibly challenging for some students. It is, for example, due to the language used. To deal with this issue, construing the use of the other mode, such as visual images, along with the verbal text is regarded useful. Thereby, the construal of multimodality in an English-medium science textbook becomes crucial. Albeit a myriad of inspections on multimodality exists, but to the best of the writer’s knowledge, such investigation with respect to an English-medium science textbook, particularly at a primary school level, was found to be limited. Therefore, this study aimed to scrutinize the verbal text and visual image presented in a science textbook used for a primary school level which is presented in English. To that end, a descriptive research design was employed. In this regard, a systemic functional multimodal discourse analysis (SF-MDA) within the trinocular metafunctions encompassing ideational, interpersonal, and textual metafunctions was utilized. The systemic functional linguistics theory, the grammar of visual design, intersemiotic complementarity, and logico-semantics were the frameworks employed to analyze the artefact, the English-medium science textbook. The findings revealed that the visual image and verbal text interact with one another within the three metafunctions. Given the interaction between the two modes, the present study suggests that both teachers and students are required to take into considerations and be aware of the potential or roles of images along with the verbal text, i.e. the images are not merely accessories, but instead, these are able to assist the comprehension of the science materials learned.

scholarly journals Principals of Active Learning Strategies for Islamic Education Teachers in Zarqa Governorate: مبادئ استراتيجيات التعلم النشط لدى معلمي التربية الإسلامية في منطقة الزرقاء

2020 ◽  
Vol 4 (27) ◽  
Author(s):  
Omar Abdelaziz Mosa Yasen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Islamic Education ◽  
Years Of Experience ◽  
Government Schools ◽  
Female Teachers ◽  
Teachers And Students ◽  
Active Learning Strategies ◽  
Training Courses

This study aimed to identify the degree to which Islamic Education Teachers possess the principles and strategies of active learning In Government Schools of the Education Directorate in the Zarqa governorate (1). The descriptive approach was used and to achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (27) paragraphs, which applied on a sample of (72) male teachers and (88) female teachers. The result showed that the level of Degree to which Islamic Education Teachers possess the principles and Strategies of active learning was High with (3.92) score The findings also showed there were no statistically significant differences between the level of Islamic Education teachers sex (male and female) in addition there were statistically significant differences between teachers of (5 years and less) of experience and these with (5-10) years of experience in favor of the second group and statistically significant differences between teachers of (5-10) years of experience and these with (10 and more) years of experience in favor of the second group. In light of these findings, the researcher suggested a set recommendation including the necessity of holding training courses for teachers and students to explain the role of each other in light of active learning.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals When and Why of Mother Tongue Use in English Classrooms

1970 ◽  
Vol 16 (1-2) ◽  
pp. 42-51 ◽  
Author(s):  
Ashok Raj Khati
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Mother Tongue ◽  
Secondary Level ◽  
Final Part ◽  
Classroom Observations ◽  
Group Discussions ◽  
English Classrooms ◽  
Teachers And Students

It is often felt that teachers and students overuse their mother tongue, in this case, most probably the Nepali in English as a foreign language (EFL) classroom particularly in government-aided (Nepali medium) schools of Nepal. This, in result, minimizes the students' exposure to English. This article starts with defining mother tongue. Then, it presents the use of mother tongue in EFL classroom in the global and Nepalese contexts followed by summary of three classroom observations and two focused group discussions among teachers and students studying at the secondary level. The final part of the paper presents some simple and applicable strategies and ways of enhancing English language use in the classroom on the part of students provided by three teachers' trainers based on their experience. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6128 NELTA 2011; 16(1-2): 42-51

scholarly journals Should teachers use L1 in EFL classroom?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 25-39
Author(s):  
Shahnaz Mahmud
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Teaching English ◽  
University Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
English Classroom ◽  
Method Approach ◽  
Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

scholarly journals Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

2015 ◽  
Vol 8 (12) ◽  
pp. 37
Author(s):  
Masoud Kermani Kojour ◽  
Javad Kia Heirati
Keyword(s):  
University Students ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Structured Interview ◽  
Study Data ◽  
Educational Environments ◽  
L2 Learners ◽  
Teachers And Students ◽  
Awareness Raising ◽  
Research Questions

<p>This study was framed in the sociocultural theory to look into the evolution of L2 learners’ beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the administration of Horwitz’s (1988) BALLI questionnaire. Among the participants, 38 students were invited to take part in semi-structured interview sessions and fill in an open-ended questionnaire at the beginning and end of the term. Descriptive statics were applied to precisely analyze the quantitative data based on the questionnaire. In order to qualitatively analyze the data, the grounded theory methodology was utilized to code the data and find the main categories in line with the research questions of the study. Findings concluded that all the learners changed their simplistic beliefs about the general English course highlighting the attention to grammar and vocabulary. In fact, the teacher believed in teaching strategies to pave the way for the learners to comprehend the text better and apply the strategies while reading. The teacher’s meditational activity assisted the learners to evolve their simplistic beliefs and be able to benefit from reading strategies for better comprehension. Awareness-raising activities should be done in terms of teachers’ and students’ beliefs about EGAP (English for general academic purposes) to equip L2 learners with better educational environments resulting in their enjoyment of the learning process.</p>

“The Last Laugh?” A Multimodal Analysis of Captions in Photojournalism

Pólemos ◽  
2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Mara Logaldo
Keyword(s):  
Poor Quality ◽  
Pop Art ◽  
Point Of View ◽  
Multimodal Analysis ◽  
Multimodal Discourse ◽  
Low Culture ◽  
Verbal Discourse ◽  
Selective Process

Abstract It is generally agreed that in photojournalism pictures come first. However, also the short verbal texts that accompany them play a crucial role, as they lead readers among the different signifieds of the image. A multimodal discourse analysis of captions will aptly consider both the linguistic elements that appear within the verbal discourse and the image-text relation. The interconnectedness of captions and pictures has lately been defined as a “loop,” a view which blurs the traditional distinction between anchoring and relaying processes theorized by Barthes. The association of the relaying function with comics, however, seems to establish an interesting point of contact between photojournalism and pop art. Captions actually show the tension between “high” and “low” culture, the former being traditionally identified with the word and the latter with the image. While in the heyday of photojournalism captions were made necessary by the poor quality of the photographs, they soon began to provide an abstractive summary of the story told by the picture. This selective process involves interpretation. For this reason, captions can be ethically misleading and even legally controversial forms of discourse, for instance when they are used instrumentally to convey a specific point of view. In photojournalism dealing with crime cases, in particular, captions may display a sensationalist and populist view of justice, thus articulating the thoughts of public opinion supported by the newspaper’s stand. My case study focuses on the caption that accompanied the photo portraying Perry Smith and Richard Hickock while leaving the courtroom on March 29, 1960. The two murderers – who have become famous after the publication of the documentary novel

scholarly journals The Use of Computerized Educational Instruction in Iraqi Secondary Schools from Teachers' Viewpoints

2016 ◽  
Vol 2 (6) ◽  
Author(s):  
Arafat AbdAli Rakhees Alabbad
Keyword(s):  
Secondary Schools ◽  
Data Entry ◽  
Weighted Mean ◽  
Educational Activities ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Training Courses

The Purpose of the Study is to investigate teachers' opinions regarding the benefits of computerized educational instruction. It also shows the barriers which hinder the use of computerized educational instruction in Iraqi secondary schools. Methodology: This study is pedagogical. The study sample includes (100) Iraqi teachers who are randomly chosen from different secondary schools in the center of Basra city. The researcher uses a questionnaire as a tool to collect data. The questionnaire given consists of two fields: the first field is about the advantages of computerized educational instruction while the second concerns the obstacles to the use of computerized educational instruction in Iraqi secondary schools. Thus, a  questionnaire of (28) items, divided into two fields, has been distributed to the participants. For data entry and analysis, the researcher uses the Weighted Mean, (W.M.), Percentile Weight, (P.W.) and Spearman-Brown formula. Results: Concerning the benefits of using computerized educational instruction, item no.(14): "computer prepares students for living in an electronic environment" scores the highest P.W. (91%). Item no.(8): "computerized educational instruction stimulates students to practice different educational activities" comes next with P.W. (90%). Regarding the barriers which hinder the use of computerized educational instruction in Iraqi secondary schools, Item no.(19): ''the lack of training courses on the use of computer for both teachers and students'' comes first with P.W. (95%). Item no.(27): ''the insufficiency of computers in secondary schools compared with the large number of students in each classroom'' gets P.W. (94%). Conclusion: Most Iraqi teachers believe that the use of computerized educational instruction would be of assistance to students affecting their learning and increasing their enjoyment. Also, they think that the lack of teachers and students' training besides the lack of computers in most schools are the main impediments to the use of computerized educational instruction in Iraqi secondary schools.    

scholarly journals Teaching genetics in India: Problems and possible solutions

2019 ◽  
Vol 79 (01S) ◽  
Author(s):  
P. K. Gupta
Keyword(s):  
Biology Teachers ◽  
Scientific Teaching ◽  
Teachers And Students ◽  
Training Courses ◽  
Basic Concepts ◽  
Class Room ◽  
The Impact ◽  
Difficult Subject ◽  
Online Web ◽  
Experience Difficulty

Genetics is a difficult subject for majority of biology teachers and students world-wide. It is recognized that majority of students and even teachers of biology do not fully understand the basic concepts of genetics. They also experience difficulty in solving numerical problems of genetics. During the last few decades, this problem has become more acute due to the impact of molecular biology on genetics. In this article, this problem has been illustrated with the help of some examples of basic concepts, which the author thinks are difficult and are not fully understood by majority of teachers and students. The general problems in teaching of genetics described in this article include inherent variation in ability to understand among students, and resistance to follow scientific teaching among teachers, as demonstrated through well-designed logical experimentation. The solutions suggested for improvement of teaching include interactive teaching and preparations of inventory of difficult concepts, and clickers questions. The resources for improvement of teaching genetics that are being developed by Genetics Society of America (GSA) have been described in some detail. These resources also include some ‘online web resources for teaching genetics’, which include ‘MendelWeb’ and ‘GeneEd’ that are periodically revised. A set of questions in the form Genetics Concept Assessment (GCA) and a repository of clicker questions have been recommended as a regular activity of teachers for their own assessment followed by the assessment of the students in the class room. Arrangement of regular short training courses has also been recommended for the unpgradation of the prescribed contents of genetics courses, for developing newer teaching methods and also for the preparation of teaching material to improve the knowledge-base of teachers.

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