英国论文迟交:搭建和多模态为EAL/D学生

英国论文迟交:搭建和多模态为EAL/D学生

多模态性对于英语作为附加语言或方言语调/D的学生来说,在搭建教学平台方面可以发挥重要作用。研究人员发现,在第二语言学习者中,多模态性会加强EAL/D学习者的学习。

英国论文迟交:搭建和多模态为EAL/D学生

Walsh等人(2015)认为EAL/D的学生应该获得21世纪的优势。因此,他们应该利用数字学生环境来帮助解决由于语言的多样性而产生的问题。多模态字面上的意思是不同的沟通方式,因此超越了语言。图像,声音,运动和更多的作为多模态通信的一部分。现在,当它不仅仅是一种通信工具时,多模态可以在搭建中起到关键作用。由西澳大利亚大学进行的研究表明,使用多模态机会,可以根据第二语言学生的不同学习环境,构建在读写实践中学习的框架。“从这个角度看,而不是被用作“工具”识字学习,模态功能可见性的图像,声音和运动可能提供不同的方式对学生进行交流和学习,并不仅限于语言的模式中主要的过渡形式的印刷文学”(沃尔什et al .,2015年,p . 70)。研究人员Simpson等人(2013)使用了一个与Walsh等人(2015)相似的特定多模态例子进行分析。他们的研究发现,ipad是一种多模态形式,可以用来改善生理认知计划。作者们发现,接触技术的启示确实会导致更好地观察物质和认知过程中的关系,并在语境中促进元视觉意识(Simpson et al., 2013)。

英国论文迟交:搭建和多模态为EAL/D学生

Multimodality could play a big role in scaffolding for students who have English as an additional language or dialect EAL/D. Researchers have identified that in second language learners, multimodality would strengthen the learning of EAL/D learners.

英国论文迟交:搭建和多模态为EAL/D学生

Walsh et al (2015) place the argument that EAL/D students should reap the advantages of being in the 21st century. As such they should make use of a digital student environment that helps address issues arising out of the diverse nature of language. Multimodality literally means the different modes in which communication is done, and hence goes beyond just language. Images, sound, movement and more are included as part of the communication in multimodality. Now when used as more than just a communication tool, multimodality could play a pivotal role in scaffolding. Studies conducted by a University of Western Australia indicated that using multimodal opportunities, it would be possible to scaffold for uptake in literacy practices according to different learning contexts for the second language students. “From this perspective, rather than being used as ‘tools’ for literacy learning, the modal affordances of image, sound and movement may offer different ways for students to communicate and learn that are not confined to the mode of language that is predominant in transitional forms of print literature” (Walsh et al., 2015, p. 70). Researchers Simpson et al (2013) have analysed using a specific multimodal example similar to Walsh et al (2015). Their study identified how iPads as a multimodal form could be used to improve physical-cognitive plans. The authors were able to identify that affordances in touch technology would indeed lead to better observances of the relationship in the material and cognitive processes and contextually foster metatextual awareness (Simpson et al., 2013).