scholarly journals A MULTIMODALIDADE DO VIDEOCLIPE MUSICAL: ASPECTOS METODOLÓGICOS PARA O ENSINO DE LÍNGUA INGLESA

Trama ◽  
2020 ◽  
Vol 16 (39) ◽  
pp. 81-90
Author(s):  
Ana Paula Domingos BALADELI
Keyword(s):  
Foreign Language ◽  
Popular Music ◽  
Media Literacy ◽  
Adult Literacy ◽  
Social Practice ◽  
Teaching And Learning ◽  
World Order ◽  
Music Videos ◽  
Harvard Educational Review ◽  
Multimodal Texts

A Teoria dos Multiletramentos enfatiza que a sofisticação das mídias potencializa a variedade de recursos audiovisuais como discurso próprio da contemporaneidade. Em termos educacionais, a multimodalidade amplia o acesso do aluno a significados e, destaca a hibridização das linguagens na composição de textos. O objetivo deste artigo é apresentar os resultados de um projeto de extensão sobre os multiletramentos, com ênfase no uso pedagógico do videoclipe musical. Os resultados do projeto, realizado em uma universidade pública no Brasil indicaram; a necessidade de o professor definir critérios para a seleção de videoclipe musical, a definição de objetivos para o uso do videoclipe, a articulação do videoclipe a conteúdos para aprendizagem em Língua Inglesa. Em linhas gerais, concluímos a relevância do papel das narrativas audiovisuais na formação de leitores críticos e, sobretudo, na aprendizagem de Língua Inglesa.Recebido em: 16-12-2019Revisões requeridas em: 02-03-2020Aceito em: 13-03-2020REFERÊNCIAS:BAGULEY, Margaret; PULLEN, Darren L.; SHORT, Megan. Multiliteracies and the new world order. In: PULLEN, D.L.; COLE, D.R. Multiliteracies and technology enhanced education: social practice and the global classroom. Hershey: IGI Global, 2010. p. 01-17.BALADELI, Ana P.D. Cibercultura e ensino de línguas: um olhar sobre a Teoria dos Multiletramentos. In: COSTA, N. V. S. (org.). A Língua Inglesa e seus desdobramentos na ciência. Bonecker, 2019. p. 11-28.BARBOSA, Vânia S.; ARAÚJO, Antonia D. Multimodalidade e letramento visual: um estudo piloto de atividades de leitura disponíveis em sítio eletrônico. Revista da ANPOLL, Florianópolis, n.37, jul./dez.2014, p.17-36. Disponível em: https://revistadaanpoll.emnuvens.com.br/revista/article/view/824 acesso em 04 dez. 2019.BERK, Ronald A. Multimedia teaching with video clips: TV, Movies, YouTube, and motive in the college classroom. International Journal of Technology in Teaching and Learning, v. 5, n.1, 2009, p. 1-21.BOCHE, Benjamin. Multiliteracies in the classroom: emerging conceptions of first-year teachers. Journal of Language and Literacy Education, v.10, n.1, 2014.BRASIL. Base Nacional Comum Curricular: Ensino Médio. Brasília: MEC/Secretaria de Educação Básica, 2018.BULL, Geoff; ANSTEY, Michele. Elaborating multiliteracies through multimodal texts.London,New York: Routledge, 2019.COPE, Bill; KALANTZIS, Mary. A pedagogy of multiliteracies, learning by design.New York. Palgrave Macmilan, 2015.KRESS, Gunther; VAN LEEUWEN, Theo. Reading images. 2nd.London: Routledge, 2006.MARCHETTI, Lorena; CULLEN, Peter. A multimodal approach in the classroom for creative learning and teaching. Psychological and creative approaches, v.5, n.1, p. 39-51, 2016.McCLAIN, Jordan M. A framework for using popular music videos to teach media literacy. Dialogue: The interdisciplinary Journal of Popular Culture and Pedagogy, v.3, n.1, p.38-46, 2016. Disponível em: http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/ acesso em 03 out. 2019.NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review; 66, 1, Spring, 1996.NICOLESCU, Barasab. Um novo tipo de conhecimento: transdisciplinaridade. In: NICOLESCU, B. et al (org.). Educação e transdisciplinaridade. Brasília: UNESCO, 2000. p. 13-29.ROJO, Roxane; MOURA, Eduardo (orgs.). Multiletramentos na escola. São Paulo: Parábola, 2012.SERAFINI, Frank. Reading multimodal texts: perceptual, structural and ideological perspectives. Children’s Literature in Education, v. 42, 2010, p. 85-104.SERAFINI, Frank. Expanding perspectives for comprehending visual images in multimodal texts. Journal Adolescent and Adult Literacy, v. 54, n.5, p. 342-350, 2011.STREET, Brian V. Eventos de letramento e práticas de letramento: teoria e prática nos novos estudos do letramento. In: MAGALHÃES, I. (org.). Discursos e práticas de letramento. Campinas, SP: Mercado de Letras, 2012. p. 69-92.WARNER, Chantelle; DUPUY, Beatrice. Moving toward multiliteracies in foreign language teaching: past and present perspectives... and beyond. Foreign Language Annals, v. 51, 2017, p. 116-128. Disponível em: https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12316 acesso em 15 nov. 2019. 

scholarly journals EXPLORING TEXT-IMAGE RELATIONS IN ENGLISH COMICS FOR CHILDREN: THE CASE OF “LITTLE RED RIDING HOOD”

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Ton Nu My Nhat ◽  
Nguyen Thi Mi Pha
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Lower Proportion ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Young Learners ◽  
Multimodal Discourse ◽  
Little Red Riding Hood ◽  
Practical Implications

The present panorama of communication features the co-employment of language and other semiotic resources. This paper addresses this fledging field, multimodal discourse analysis, by investigating a genre targeted at children. Specifically, it studies how meanings in comics for children are constructed both verbally and visually. The data for the study is one comic - Little Red Riding Hood, which is presented via colored images and verbal texts in English. The analysis was based on Unsworth’s (2006) framework to explore the interplay of the two semiotics in the construction of the ideational contents. The results reveal that this comic displays both Expansion and Projection relations with nearly equal occurrence frequencies; however, within each type, the subtypes are vastly different with Verbal being the most predominant, which can be deemed as one of the typical features of the genre in focus. Regarding Expansion, Concurrence and Complementarity have nearly the same high percentage while Enhancement has a lower proportion. Theoretically, the findings concerning a complete full-length comic contribute to the literature on multimodal texts for young learners. The findings also have practical implications for the teaching and learning of English as a foreign language as to how to exploit the free online kid-targeted multimodal resources to engage the young learners in literary works in general and to develop their English proficiency in particular.    

scholarly journals Implications of Multimodal Learning Models for foreign language teaching and learning

2011 ◽  
pp. 174 ◽  
Author(s):  
Miguel Farías ◽  
Katica Obilinovic ◽  
Roxana Orrego
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Multimodal Learning ◽  
Learning Models ◽  
Information And Communications Technologies ◽  
Multimodal Texts ◽  
Language Teaching And Learning

This literature review article approaches the topic of information and communications technologies from the perspective of their impact on the language learning process, with particular emphasis on the most appropriate designs of multimodal texts as informed by models of multimodal learning. The first part contextualizes multimodality within the fields of discourse studies, the psychology of learning and CALL; the second, deals with multimodal conceptions of reading and writing by discussing hypertextuality and literacy. A final section outlines the possible implications of multimodal learning models for foreign language teaching and learning.

scholarly journals The CABES (Clare Adult Basic Education Service) framework as a tool for teaching and learning

2017 ◽  
pp. 15-34
Author(s):  
Moira Greene
Keyword(s):  
Adult Learning ◽  
Adult Literacy ◽  
Social Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
Constructivist Learning ◽  
Theory And Practice ◽  
Education Service ◽  
Social Constructivist Learning

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social- constructivist learning theory and principles of adult learning. The Framework shows how ve key factors can be utilised to establish existing learner knowledge onto which new learning can be built, identify relevant and effective learning objectives, and provide a means of evaluating learning. Keywords: Assessment. Constructivist learning. Learning difference. Social practice.   O modelo CABES (Clare Adult Basic Education Service) como um instrumento para o ensino e a aprendizagem Resumo O artigo descreve um modelo que pode ser usado para ajudar a transpor a distância entre a teoria e a prática na educação de adultos. O modelo encoraja a prática, informada por três constituintes importantes no trabalho de letramento com o adulto: as teorias sociais do letramento, a teoria social-construtivista da aprendizagem e os princípios da aprendizagem do adulto. O modelo aponta como cinco fatores-chave podem ser empregados para estabelecer o conhecimento já existente do aprendente, a partir do qual novas aprendizagens podem ser construídas; a identificar objetivos de aprendizagem relevantes e efetivos, e como prover um meio de avaliar a aprendizagem. Palavras-chave: Avaliação. Aprendizagem construtivista. Aprendizagem da diferença. Prática social.   El marco CABES (Clare Adult Basic Education Service) como herramienta para la enseñanza y el aprendizaje Resumen Este artículo describe un marco que se puede utilizar para ayudar a cerrar la brecha entre la teoría y la práctica en el aprendizaje de adultos. El marco promueve la práctica informada por tres líneas importantes para el trabajo de alfabetización de adultos: las teorías sociales de la alfabetización, la teoría del aprendizaje social-constructivista y los principios del aprendizaje de adultos. El marco muestra cómo se pueden utilizar factores clave para establecer el conocimiento previo del alumno sobre el que se puede construir un nuevo aprendizaje, identificar objetivos de aprendizaje relevantes y efectivos, y proporcionar un medio para evaluar el aprendizaje. Palabras clave: Evaluación. Aprendizaje constructivista. Diferencia de aprendizaje. Práctica social.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

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