Understanding multimodal text through picture books in the EFL classroom
New technologies have changed the way in which texts are produced, creating new genres and requiring new skills from the readers. Most texts have become multimodal, which means that they make use of different verbal and visual semiotic systems to create meaning. This paper attempts to show that in t...
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| Other Authors: | |
| Format: | bachelorThesis |
| Language: | eng |
| Published: |
2016
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| Online Access: | http://hdl.handle.net/11086/2293 |
| _version_ | 1801211691649728512 |
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| author | Barceló, María Ana |
| author2 | Liruso, Susana M. |
| author_facet | Liruso, Susana M. Barceló, María Ana |
| author_sort | Barceló, María Ana |
| collection | Repositorio Digital Universitario |
| description | New technologies have changed the way in which texts are produced, creating new genres and requiring new skills from the readers. Most texts have become multimodal, which means that they make use of different verbal and visual semiotic systems to create meaning. This paper attempts to show that in the EFL classroom multimodality can be addressed through the picture book, a genre whose characteristics will be explained in this paper. Apart from providing a theoretical framework to understand the concepts of multimodality and how to approach picture books, this research presents the new roles that teachers and students will have to adopt to benefit from the storytelling process and possible classroom uses of such books. |
| format | bachelorThesis |
| id | rdu-unc.2293 |
| institution | Universidad Nacional de Cordoba |
| language | eng |
| publishDate | 2016 |
| record_format | dspace |
| spelling | rdu-unc.22932020-06-02T02:10:13Z Understanding multimodal text through picture books in the EFL classroom Barceló, María Ana Liruso, Susana M. Comprensión de texto Libros ilustrados para niños Inglés como segunda lengua New technologies have changed the way in which texts are produced, creating new genres and requiring new skills from the readers. Most texts have become multimodal, which means that they make use of different verbal and visual semiotic systems to create meaning. This paper attempts to show that in the EFL classroom multimodality can be addressed through the picture book, a genre whose characteristics will be explained in this paper. Apart from providing a theoretical framework to understand the concepts of multimodality and how to approach picture books, this research presents the new roles that teachers and students will have to adopt to benefit from the storytelling process and possible classroom uses of such books. 2016-02-11T17:17:10Z 2016-02-11T17:17:10Z 2015 bachelorThesis http://hdl.handle.net/11086/2293 eng Atribución-NoComercial-SinDerivadas 2.5 Argentina http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ |
| spellingShingle | Comprensión de texto Libros ilustrados para niños Inglés como segunda lengua Barceló, María Ana Understanding multimodal text through picture books in the EFL classroom |
| title | Understanding multimodal text through picture books in the EFL classroom |
| title_full | Understanding multimodal text through picture books in the EFL classroom |
| title_fullStr | Understanding multimodal text through picture books in the EFL classroom |
| title_full_unstemmed | Understanding multimodal text through picture books in the EFL classroom |
| title_short | Understanding multimodal text through picture books in the EFL classroom |
| title_sort | understanding multimodal text through picture books in the efl classroom |
| topic | Comprensión de texto Libros ilustrados para niños Inglés como segunda lengua |
| url | http://hdl.handle.net/11086/2293 |
| work_keys_str_mv | AT barcelomariaana understandingmultimodaltextthroughpicturebooksintheeflclassroom |