A Grounded Theory on the Comprehension Processing of Teachers as ESL Readers of Multimodal Still Visuals

Autor/inn/en	Bautista, Judy Cañero; Gutierrez, Merry Ruth Morauda
Titel	A Grounded Theory on the Comprehension Processing of Teachers as ESL Readers of Multimodal Still Visuals
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.582-596 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bautista, Judy Cañero) ORCID (Gutierrez, Merry Ruth Morauda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220943250
Schlagwörter	Grounded Theory; Reading Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Semiotics; Multiple Literacies; Visual Literacy; Reading Processes; Information Sources; Language Teachers; Protocol Analysis; Teacher Attitudes; Teaching Methods; Elementary School Teachers; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Semiotik; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Leseprozess; Information source; Informationsquelle; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Philippinen
Abstract	Contemporary society demands from individuals new and relevant literacies that go beyond the basics of reading and writing. Furthermore, texts now appear less confined to a single semiotic resource. The proliferation of different forms of communication like visuals, among others, encourages people to use literacy in multiple modalities. Nevertheless, not all individuals are capable of understanding and producing information in modalities other than the usual linguistic texts, and teachers are not exempt in this phenomenon. Ironically, school curricula burden teachers with the demand to develop visually literate learners even though most teachers themselves were not formally trained for visual literacy and visual grammar. Consequently, this study sought to identify and describe the processing strategies and the sources of information that teachers, as ESL readers, deliberately use when they make sense from multimodal still visuals. The think-aloud method, as an introspective procedure, was used to collect, analyze, and code 42 sets of verbal protocols from 14 teacher-respondents who read three different multimodal still visuals in three sectional rounds. Results reveal four integrated categories or themes of comprehension processes that teachers used when making sense of the visual stimuli. These are (a) anticipation or preparation; (b) sampling; (c) deepening; and (d) regulation. As regards to the sources of information they use in building meaning, a dismal number of verbal protocols manifest that the majority of the teachers do not use all the elements of the visual grammar and they lack the ability to integrate reader-based, text-based, and context-based sources of information in order to establish a closer match between their meaning and the intended meaning of the multimodal still visuals. Ultimately, the paper provides a theoretical model which can serve as basis for teacher development with regard to visual literacy in an ESL context and offers future directions in multimodal language learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01