| Popis: |
In recent years listening, especially active listening as part of the interpretive mode of communication, has had a significant interest in language research that it seems not to have in the past. Interpreting audio texts has become a difficult task for second and foreign language students. Students feel frustrated when they do not interpret, comprehend or infer ideas or situations from authentic texts. This study focuses on the development of interpretive skills not only to comprehend but to interpret ideas or situations. At the same time, it brings multimodality up, one of the emerging theories which benefit language learning. This study aims at using interpretative tasks based on movie trailers as multimodal texts to promote interpretative skills in the language classroom. The methodology used in this project embraces a qualitative design in which students' interpretative actions and multimodality role will be explored. The participants for this research are teenagers of a public high school in Colombia. Data was collected taking in consideration the stages of action research (plan, act, observe and reflect) and the analysis followed thematic data analysis procedures. The implementation of interpretative tasks based on movie trailers as multimodal text promoted interpretative actions concerning movie trailer story and students’ real life; critics about society's stereotypes and meaningful reflection concerning human behavior; in addition, students described their experience in terms of the methodology, materials implemented, and the role of multimodality. In the same way this study could be an opportunity for researchers to add to the field of multimodality and explore learners as meaning makers. Introduction Conceptual Framework.................................................................12 Multimodality, a teaching approach..................................................... 12 Multimodal text.......................................................................................... 16 Movie trailer............................................................................................16 Modes of communication..................................................................17 Listening as interpretative process........................................18 Literature review.............................................................................. 22 Method................................................................................................... 26 Research approach........................................................................ 26 Research design.............................................................................. 27 Participants and Context........................................................... 30 Task descriptions............................................................................. 31 Data collection.................................................................................. 32 Data collection protocol............................................................. 34 Data analysis...................................................................................... 35 Data analysis procedure............................................................. 35 Validity and reliability of the study...................................... 41 Ethical procedures......................................................................... 41 Findings................................................................................................. 43 Students Interpretative actions:........................................... 43 Actions relating to societies stereotypes........................ 45 Actions relating to students reflections.......................... 47 Students experiences.................................................................. 49 Perceptions regarding the sequence of task..................49 Students experience regarding material used...............51 Students experience regarding modes roles................52 Discussion............................................................................................ 57 Elements which led students interpretations............ 57 Teaching practice changes...................................................... 58 Conclusion........................................................................................... 60 Acknowledges................................................................................... 62 Appendices...........................................................................................63 References........................................................................................... 71 Maestría Magíster en Enseñanza del Inglés Trabajos de Investigación y/o Extensión |
