Multimodality in English for specific purposes: reconceptualizing meaning-making practices

The rapid evolution from print-based to multimodal information has still notreceived sufficient attention from the field of English for Specific Purposes(ESP). This paper advocates the need to re-conceptualize ESP throughmultimodal practice for new opportunities of interactive learner engagement.For...

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Detalles Bibliográficos
Autor: Franca Plastia, Anna
Tipo de recurso: artículo
Fecha de publicación:2013
País:España
Repositorio:accedaCRIS portal de investigación de la Universidad de las Palmas de Gran Canaria
OAI Identifier:oai:accedacris.ulpgc.es:10553/12246
Acceso en línea:http://hdl.handle.net/10553/12246
Access Level:acceso abierto
Palabra clave:570107 Lengua y literatura
550510 Filología
English for Specific Purposes
Multimodal Pedagogy
Meaning-making Skills
New Literacies
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spelling Multimodality in English for specific purposes: reconceptualizing meaning-making practicesFranca Plastia, Anna570107 Lengua y literatura550510 FilologíaEnglish for Specific PurposesMultimodal PedagogyMeaning-making SkillsNew LiteraciesThe rapid evolution from print-based to multimodal information has still notreceived sufficient attention from the field of English for Specific Purposes(ESP). This paper advocates the need to re-conceptualize ESP throughmultimodal practice for new opportunities of interactive learner engagement.For the purpose, qualitative, exploratory research was conducted on multimodalESP practice carried out with post-graduate students at the University ofCalabria in Italy. The study addresses the issues of how multimodal environmentscan affect ESP and how a multimodal assignment can influence learnermotivation, engagement and awareness. A theoretical multimodal semioticapproach was combined with multimodal pedagogy to investigate the benefitsof learners’ engagement in creating artefacts with content-specific language, aswell as developing awareness of their meaning-making processes. A questionnairesurvey revealed learners’ active involvement determined by intrinsic, extrinsicand achievement motivation of working in a multimodal environment. Learnerartefacts showed their ability to produce content-specific language in specializedcontexts of use and to creatively combine the linguistic elements with othersemiotic resources. In their explanations of meaning-making processes, learners further manifested their awareness of how multimodality can stimulatemotivation in learning, foster critical thinking and decision-making skills,enhance natural and flexible language learning, as well as the use of priorspecialized knowledge in switching between linguistic and other semiotic modes.The study suggests that ESP development can benefit more from a multimodalpedagogy which is grounded in the principles of learner-centredness, constructivistlearning and social interaction compared to the traditional instructivist approach.396372ESCI20142018201420182013info:eu-repo/semantics/articleArticlePDFhttp://hdl.handle.net/10553/12246LFE. Revista de Lenguas para Fines Específicos [ISSN 1133-1127], n. 19, p. 372-396reponame:accedaCRIS portal de investigación de la Universidad de las Palmas de Gran Canariainstname:InglésLFE. Revista de Lenguas para Fines Específicosinfo:eu-repo/semantics/openAccessoai:accedacris.ulpgc.es:10553/122462025-08-04T10:01:22Z
dc.title.none.fl_str_mv Multimodality in English for specific purposes: reconceptualizing meaning-making practices
title Multimodality in English for specific purposes: reconceptualizing meaning-making practices
spellingShingle Multimodality in English for specific purposes: reconceptualizing meaning-making practices
Franca Plastia, Anna
570107 Lengua y literatura
550510 Filología
English for Specific Purposes
Multimodal Pedagogy
Meaning-making Skills
New Literacies
title_short Multimodality in English for specific purposes: reconceptualizing meaning-making practices
title_full Multimodality in English for specific purposes: reconceptualizing meaning-making practices
title_fullStr Multimodality in English for specific purposes: reconceptualizing meaning-making practices
title_full_unstemmed Multimodality in English for specific purposes: reconceptualizing meaning-making practices
title_sort Multimodality in English for specific purposes: reconceptualizing meaning-making practices
dc.creator.none.fl_str_mv Franca Plastia, Anna
author Franca Plastia, Anna
author_facet Franca Plastia, Anna
author_role author
dc.subject.none.fl_str_mv 570107 Lengua y literatura
550510 Filología
English for Specific Purposes
Multimodal Pedagogy
Meaning-making Skills
New Literacies
topic 570107 Lengua y literatura
550510 Filología
English for Specific Purposes
Multimodal Pedagogy
Meaning-making Skills
New Literacies
description The rapid evolution from print-based to multimodal information has still notreceived sufficient attention from the field of English for Specific Purposes(ESP). This paper advocates the need to re-conceptualize ESP throughmultimodal practice for new opportunities of interactive learner engagement.For the purpose, qualitative, exploratory research was conducted on multimodalESP practice carried out with post-graduate students at the University ofCalabria in Italy. The study addresses the issues of how multimodal environmentscan affect ESP and how a multimodal assignment can influence learnermotivation, engagement and awareness. A theoretical multimodal semioticapproach was combined with multimodal pedagogy to investigate the benefitsof learners’ engagement in creating artefacts with content-specific language, aswell as developing awareness of their meaning-making processes. A questionnairesurvey revealed learners’ active involvement determined by intrinsic, extrinsicand achievement motivation of working in a multimodal environment. Learnerartefacts showed their ability to produce content-specific language in specializedcontexts of use and to creatively combine the linguistic elements with othersemiotic resources. In their explanations of meaning-making processes, learners further manifested their awareness of how multimodality can stimulatemotivation in learning, foster critical thinking and decision-making skills,enhance natural and flexible language learning, as well as the use of priorspecialized knowledge in switching between linguistic and other semiotic modes.The study suggests that ESP development can benefit more from a multimodalpedagogy which is grounded in the principles of learner-centredness, constructivistlearning and social interaction compared to the traditional instructivist approach.
publishDate 2013
dc.date.none.fl_str_mv 2013
2014
2014
2018
2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
Article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10553/12246
url http://hdl.handle.net/10553/12246
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv LFE. Revista de Lenguas para Fines Específicos
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv PDF
dc.source.none.fl_str_mv LFE. Revista de Lenguas para Fines Específicos [ISSN 1133-1127], n. 19, p. 372-396
reponame:accedaCRIS portal de investigación de la Universidad de las Palmas de Gran Canaria
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