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||Foreign Language and Literature|
|Type of Document
||A Case Study of Young EFL Learners‟ Construction of Digital Stories: Social Semiotic Theory of Multimodality|
|Date of Defense
The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they articulated meanings through with diverse semiotic resources. There were three focuses in the current study: 1) Processes of approaching multimodal text; 2) Role of writers’ perceptions of genre and authorship in design processes; 3) Meaning delivery in multimodal text.
The study adopted a case study method focusing on 3 focal participants who were young EFL learners. Data including personal information survey, individual interviews, video-recording observations and analysis of digital stories, were derived from different sources for triangulation. Inductive thematic analysis and constant comparative method were employed to analyze the collected data. Social semiotic theory of multimodality (Kress, 2010) has been applied to examine young EFL learners’ multimodal practices.
Three major findings were reported in the current study: 1)The 3 focal participants approached modal ensembles through the use of different preliminary mode, and they accumulated modes either through bottom-up or top-down processes; 2) The three focal participants’ perceptions of genre and authorship play a crucial role in their use and selection of modes; 3) The 3 focal participants relied either on linguistic or non-linguistic signs in delivering core messages, and there were different role of nonlinguistic signs in meaning articulation.
Five discussion focuses were derived from the findings of the present paper: 1) Constructing English digital stories as reflective and strategic designers; 2) Perceptions of genre and authorship in multimodal composing ; 3) Reliance on English written text as sign; 4)Agentive meaning-makers in transduction; 5) Enhancing readability in multimodal text.
To enhance multimodal practices through digital story composition, three pedagogical implications were suggested: 1) Young EFL learners should be encouraged to adopt as many semiotic resources as possible while composing multimodal text; 2)Young EFL learners should be informed about the importance of motivated signs; 3) Young EFL learners should be given enough freedom to choose the topics of their digital stories.
||Mei-Ya Liang - chair|
Hsiu-Ting Hung - co-chair
Yu-Feng Yang - advisor
Indicate in-campus at 99 year and off-campus access at 99 year.|
|Date of Submission