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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2020.1
- 수록면
- 1,252 - 1,265 (14page)
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Second language literacy research in recent years has attended to emerging genres and various literacy practices. Less explored, however, are the innovative ways of meaning-making and communication facilitated by the use of multimodal resources in a foreign-language context. To bridge the gap, this study investigates how a Chinese-English bilingual speaker coordinates and orchestrates design elements in her vlogs and how decision makings are informed by various factors. Interview data and vlog analysis show that the participant is skillful in using digital technologies, anticipating audiences’ needs, fulfilling rhetorical purposes, and negotiating with constraining contextual factors. This study challenges the view that learners in an EFL country have limited opportunities to use the language due to the lack of contact with the target language community. It also suggests that EFL educators could build on what learners do on their own while encouraging them to repurpose the use of vlogs and mobile technologies.
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참고문헌 (54)
참고문헌 신청
Angay-Crowder, T. / 2013 / Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program / TESL Canada Journal 30(2):36~45
Bezemer, J. / 2010 / Research methods in linguistics / Continuum :180~197
Cimermanová, I. / 2015 / Using comics with novice EFL readers to develop reading literacy / Procedia – Social and Behavioral Sciences 174:2452~2459
Cimasko, T. / 2017 / Multimodal resemiotization and authorial agency in an L2 writing classroom / Written Communication 34(4):387~413
Dagenais, D. / 2017 / Multilingual and multimodal composition at school: ScribJab in action / Language and Education 31(3):263~282
Bezemer, J. / 2010 / Research methods in linguistics / Continuum :180~197
Cimermanová, I. / 2015 / Using comics with novice EFL readers to develop reading literacy / Procedia – Social and Behavioral Sciences 174:2452~2459
Cimasko, T. / 2017 / Multimodal resemiotization and authorial agency in an L2 writing classroom / Written Communication 34(4):387~413
Dagenais, D. / 2017 / Multilingual and multimodal composition at school: ScribJab in action / Language and Education 31(3):263~282
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