Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01