Literaturnachweis - Detailanzeige
Autor/inn/en | Cimasko, Tony; Shin, Dong-shin |
---|---|
Titel | Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom |
Quelle | In: Written Communication, 34 (2017) 4, S.387-413 (27 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-0883 |
DOI | 10.1177/0741088317727246 |
Schlagwörter | Second Language Learning; Second Language Instruction; Writing Instruction; English (Second Language); Video Technology; Interviews; Observation; Audience Awareness; Cultural Context; Social Environment; Cultural Differences; Self Concept; Essays; Persuasive Discourse; Ethnography; Semiotics; College Students; Student Attitudes; Multimedia Instruction; Teaching Methods; Case Studies Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Beobachtung; Soziales Umfeld; Kultureller Unterschied; Selbstkonzept; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Ethnografie; Semiotik; Collegestudent; Schülerverhalten; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study |
Abstract | This study examines the composing process and authorial agency of a college ESL writer as she remediated an argumentative essay into a multimodal digital video. Employing principles of sociosemiotic ethnography, and drawing on the concepts of resemiotization and recontextualization, the study investigated multiple types of data, including an argumentative paper, video transcript, multimedia video, interview transcripts, and observation notes. Data analysis shows that her choice and orchestration of modal resources were shaped by her textual identity construction work, efforts to accommodate perceived audiences, and previous experience with the medium. Remediation with multimedia offered the student more semiotic resources to expand authorship, but the contextual forces of audience and medium bounded her authorial expression. The student's multimodal writing illustrated discursive processes of negotiating and performing authorial positions for rhetorical goals with awareness of the linguistic, social, and cultural contexts of text production. This investigation ultimately aims to expand aspects of multimodal writing and literacy practice by examining the discursive nature of the design process in linguistically and culturally diverse contexts. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |