Multimodality in the TESOL Classroom: Exploring Visual-Verbal Synergy

Royce, Terry D.

doi:10.2307/3588330

Cited by 193 publications

(145 citation statements)

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“…As for the visual dimension of multimodal texts in second language acquisition, Royce (2002) explored the concept of multimodality in the TESOL classroom through the analysis of a multimodal text taken from a science textbook. His aim was to call the attention of TESOL teachers to the richness of the intersemiotic relations established between text and image.…”

Section: Multimodality In Second Language Teaching and Learningmentioning

confidence: 99%

Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading

Abraham

Farías

2017

Íkala

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In the context of what has been called a new sociosemiotic landscape in communications, this article explores how reading multimodal texts demands a change in literacy practices and reflects on the impact of these changes on second language reading. We review the literature that has incorporated multimodal texts in the discussion of second language reading and evaluate it in light of the practices second language readers engage in when comprehending multimodal texts. Implications of this transition from understanding reading as an individual, text-based, and univocal activity to approaching it as literacy practice are included. We finish with reflections and conclusions derived from such explorations.Keywords: sociosemiotic landscape, multimodal texts, second language reading, literacy ResumenEn el contexto de lo que se ha denominado como un nuevo paisaje sociosemióti-co en las comunicaciones, este artículo explora la forma como la lectura de textos multimodales requiere de cambios en las prácticas de literacidad y reflexiona sobre el impacto de estos cambios en la lectura en segunda lengua. Reseñamos la literatura que ha incorporado los textos multimodales en las discusiones de la lectura en segunda lengua y la evaluamos a la luz de las prácticas que los lectores de una segunda lengua utilizan en los procesos de comprensión lectora. Se discuten las implicaciones de esta transición entre concebir la lectura como actividad individual, unívoca y basada en el texto a una concepción plural como práctica de literacidad. Finalizamos con reflexiones y conclusiones derivadas de esta evaluación crítica.

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Section: Multimodality In Second Language Teaching and Learningmentioning

confidence: 99%

Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading

Abraham

Farías

2017

Íkala

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“…Sun [4] has created a multimodal learning application for an online English learning and enriched it with the latest technology. Royce [5] has researched and synergized distinctive symbols in multimodal and implemented some modes in a language course. According to Stein [6], each of communication and interaction come up in the class is a multimodal and the teaching must be concentrated on the environment of multimodal characteristic.…”

Section: Paper Developing An Online Self-learning System Of Indonesiamentioning

confidence: 99%

Developing an Online Self-learning System of Indonesian Pronunciation for Foreign Learners

Muljono

Sumpeno

Arifianto

et al. 2016

Int. J. Emerg. Technol. Learn.

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Abstract-The main part of learning a language is pronunciation. In language learning method, pronunciation practice requires more portion than the language theory. There are some obstacles experienced by foreign learners to learn Indonesian because they are still strongly influenced by their mother tongue which is really different from Indonesian. There are some courses of learning Indonesian, indeed, but the foreign learners have to stay in Indonesia to join them. On the other hand, the researchers have successfully proven that the use of Information and Communication Technology (ICT) can help the learners in learning a language. In this paper, we have developed a system of the Online Self-Learning of Indonesian Pronunciation for Foreign Learner using Indonesian Text to Audio Visual Speech which is able to help the foreign learners to overcome their obstacles in learning Indonesian, especially the pronunciation. This system consists of 2(two) application modules: Indonesian Text to Speech (ITTS) and Indonesian Text to Audio Visual Speech (ITTAVS). In order to find out whether this system is feasible or not for foreign learners' skill in pronouncing the Indonesian words, a subjective measurement using subjective test Mean Opinion Score (MOS) is used. We organized native speakers (Indonesians) as the participants of this test. Some of them are lecturers of Indonesian language and can be considered as experts. The average scores (using MOS scale) of the tests given showed a promising result. This system is dedicated to the foreign learners who need to improve their skill in pronouncing the Indonesian words accurately and to change the classical method of learning into a self-learning method.

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“…However, systematic research investigating the impacts of multimedia-based learning in math is still largely lacking (Christian, 2003;Fan & Orey, 2001;Herrington, Herrington, & Sparrow, 2000;Koroghlanian & Klein, 2004;Royce, 2002). In order to stimulate more research in this field, an international cooperative workshop entitled "Multimedia Tools for Communicating Mathematics (MTCM)" was held in Portugal in 2000.…”

Section: (2) Provide Relevant Prior Empirical Evidence Supporting Thementioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Multimodality in the TESOL Classroom: Exploring Visual-Verbal Synergy

Abstract: TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

Cited by 193 publications

References 22 publications

Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading

Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading

Developing an Online Self-learning System of Indonesian Pronunciation for Foreign Learners

Tool use in open learning environments: In search of learner-related determinants

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