scholarly journals Reading Multimodal Texts: The Analysis of the Influence of Colors on the Interpretation of Tourism Slogans by Polish Students

2021 ◽  
Vol XXIV (Issue 4B) ◽  
pp. 901-913
Author(s):  
Joanna Hardukiewicz-Chojnowska ◽  
Anna Pol
Keyword(s):  
Multimodal Texts

Manga Shakespeare and Cervantes: Trash or Reclamation?

2017 ◽  
Vol 14 (2-3) ◽  
pp. 155-167
Author(s):  
Penny Brown
Keyword(s):  
Popular Culture ◽  
Cultural Authority ◽  
Multimodal Texts ◽  
Page Layout ◽  
Don Quijote ◽  
Size And Shape ◽  
Word And Image ◽  
La Mancha ◽  
Visual Skills

This paper considers the merit of manga versions of Shakespeare's Hamlet and Cervantes' Don Quijote de la Mancha which employ the impressionistic techniques of the Japanese comic format to create new, dynamic texts. Such multimodal texts demand different verbal and visual skills to decode the synergy between word and image and elements like the page layout, the size and shape of images and speech balloons and the style of lettering. Far from debasing the cultural authority of the originals by blurring the boundaries between high and popular culture, these versions can be seen as an act of salvage of the original texts from the perceived difficulties of challenging language and content, reinvigorating them with a vibrant immediacy. By making demands on the imagination and intellect in exciting ways, they may also salvage the act of reading itself by encouraging a young or reluctant readership, as well as the already enthusiastic, to explore new ways of engaging with a text.

scholarly journals Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Raquel Serrano ◽  
Ana Pellicer-Sánchez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Negative Relationship ◽  
Auditory Input ◽  
Reading Tests ◽  
Textual Information ◽  
Multimodal Texts ◽  
Time Processing ◽  
Online Processing ◽  
Significant Negative Relationship

AbstractCombining reading with auditory input has been shown to be an effective way of supporting reading fluency and reading comprehension in a second language. Previous research has also shown that reading comprehension can be further supported by pictorial information. However, the studies conducted so far have mainly included adults or adolescents and have been based on post-reading tests that, although informative, do not contribute to our understanding of how learners’ processing of the several sources of input in multimodal texts changes with the presence of auditory input and the effect that potential differences could have on comprehension. The present study used eye-tracking to examine how young learners process the pictorial and textual information in a graded reader under reading only and reading-while-listening conditions. Results showed that readers spent more time processing the text in the reading only condition, while more time was spent processing the images in the reading-while-listening mode. Nevertheless, comprehension scores were similar for the readers in the two conditions. Additionally, our results suggested a significant (negative) relationship between the amount of time learners spent processing the text and comprehension scores in both modes.

Digital multimodal texts and their role in project work: opportunities and dilemmas

2010 ◽  
Vol 19 (2) ◽  
pp. 225-235 ◽  
Author(s):  
Gerd Wikan ◽  
Terje Mølster ◽  
Bjørn Faugli ◽  
Rafael Hope
Keyword(s):  
Project Work ◽  
Multimodal Texts

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya

2018 ◽  
Vol 33 (2) ◽  
pp. 123-140
Author(s):  
Maureen Kendrick ◽  
Margaret Early ◽  
Walter Chemjor
Keyword(s):  
Multimodal Texts ◽  
Rural Kenya

Interactions, intersections and improvisations: Studying the multimodal texts and classroom talk of six- to seven-year-olds

2009 ◽  
Vol 9 (2) ◽  
pp. 188-210 ◽  
Author(s):  
Kate Pahl
Keyword(s):  
Classroom Talk ◽  
Analytic Framework ◽  
Multimodal Texts ◽  
Multimodal Text ◽  
The Relationship ◽  
Ways Of Being

This article examines the relationship between children's talk in the classroom and their multimodal texts. The article uses an analytic framework derived from Bourdieu's concept of habitus to examine how 6—7-year-old children's regular ways of being and doing can be found in their multimodal texts together with their talk (Bourdieu, 1977, 1990). The concept of pedagogic habitus is used to make sense of the teacher's regular ways of being and doing within the classroom (Grenfell, 1996). Improvisations upon these ways of being and doing were considered with reference to data collected over two years. In this article, the term `multimodal text' refers to panorama boxes created from shoe boxes to represent an environment such as the ocean or a jungle. The article concludes that it is important to pay attention to the interrelationship between the talk and the boxes to make sense of children's multimodal texts. The concept of improvisations upon the habitus provides an important context for this understanding.

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