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Visuality and Authentic Language

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Visual-based learning strategies and the LL process ... Authenticity as a property of the user (Widdowson 1990) Breen's (1985) four questions ... – PowerPoint PPT presentation

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Title: Visuality and Authentic Language


1
Visuality and Authentic Language
  • Xiaofei Lu
  • APLNG 588
  • November 15, 2007

2
Agenda
  • Final project proposal
  • Systemic functional linguistics perspective on
    CALL (Jhy Hyoung)
  • Visuality and CALL research
  • Authentic Language in Digital Environments

3
Visuality and CALL Research
  • Introduction
  • Visuality and literacy
  • Previous research
  • Future directions and issues
  • Conclusion

4
Introduction
  • Culture and reading
  • Visual richness vs. cultural blindness
  • Visual elements vs. words
  • Renewed sense of visuality and CALL
  • Learning environments
  • Texts

4
5
Visuality and literacy
  • Increased presence of visual language
  • A rich area for literacy development research
  • The meaning of literacy
  • Embedded in specific social practices/discourses
  • Tied to specific cultural and social contexts
  • Nonverbal barriers to language and culture
    learning
  • Linguistic visuality of learning environments

5
6
Response from literacy educators
  • English in the New Zealand Curriculum
  • Attending to multiple communication methods
  • Multiple symbol systems (Short Kauffman 2000)
  • Multiliteracies (New London Group 1996)
  • Realizing significance of nonlinguistic methods
  • Forms affect message (Eisner 1994)
  • Each medium has its possibilities and limitations
    of meaning (Kress van Leeuwen 1996)

6
7
Communicative competence
  • Communicative competence framework (Canale
    Swain 1980)
  • Sociolinguistic competence
  • Strategic competence
  • Grammatical competence
  • Discourse competence
  • Role of visuality in each type of competence

7
8
Negotiation of meaning
  • Negotiation of meaning around electronic texts
  • Role of visuality
  • Visual, nonverbal elements assert meanings
  • Opportunities for communication breakdown and
    negotiation meaning

8
9
Previous research
  • Analysis of texts
  • Question How nonlinguistic and linguistic
    elements operate to create meaning in learner
    texts
  • Findings Meanings are partly composed of the
    visual elements accompanying the words
  • Giaschi (2000) In ESL/EFL textbooks, certain
    gender messages were relayed in images only
  • Astorga (1999) In picture books, some
    information is relayed through images only

9
10
Analysis of teachers beliefs
  • Teacher experience with highly visual texts
  • Qualitative interviews with teachers about use of
    e-texts in classrooms (Karchmer 2001, etc.)
  • Images in e-texts associated with aid for
    students who need assistance
  • Image-based web sites and production tools used
    with students in early stages of literacy
  • Teachers pay little attention to graphics until
    students struggle with them

10
11
Analysis of teachers beliefs
  • ESL Teachers views about visual language in
    e-texts (Petrie 2003)
  • Visual elements separated from linguistic text
  • Ambivalent comments on use of visual elements
  • Reading online viewed as a technical skill
  • Student understanding of science text images
    (Colin et al. 2002)
  • Poor teacher response to image reading problems
  • Ignorance of role of image in classroom
    communication

11
12
Student interactions with images
  • Students interaction with images in text creation
    (Bailey et al. 1996, etc.)
  • Significant roles of images in student production
  • Understanding of image use in e-presentations
  • Difficulty in articulating ideas about visuality
  • Reading of picture books by elementary ESL
    students (Coulthard 2003, etc.)
  • Images help access deeper insights into stories
  • Weak students able to interpret through images

13
Analysis of symbol systems
  • Impact of nonlinguistic information on linguistic
    comprehension and production
  • Symbol system of a communication technology has
    an impact on learning (Kozma 1991)
  • Students retain more info if given words and
    images with repetitive meanings (Halliday 1975,
    etc.)
  • Quantity scores of writing improve with access
    to an image in written prompt (Canning-Wilson
    2000)

14
Future directions
  • Nonlinguistic elements in successful navigation
    and reading of e-texts
  • McKay (1987) discourse marker types
  • Anderson (2003) reading strategies in
    e-environments
  • Visual communication in LL environments
  • Classroom, school, community environments
  • Print and e-texts

15
Future directions (contd)
  • Experiences in visual communication
  • Ethnographic research group use of images
  • Quantitative research visuals in learning
    process
  • Visuality and aspects of LL
  • Comprehensibility of input
  • Learning styles and multiple intelligences in LL
  • Visual-based learning strategies and the LL
    process
  • Role of L1 knowledge about use of visuals in
    reading L2 texts

16
Future research questions
  • How do learners experience use of visuality in
    e-texts and teachers respond to visuality
  • Which types of image-text relationships in
    e-texts assist language learners with meaning
  • Which type of breakdown in meaning occur for
    learners when reading images in texts
  • What does negotiation of meaning look like around
    the use of images?
  • What is the impact of cultural background on
    understanding images in e-texts

17
Issues
  • Beliefs about superiority of the linguistic
  • Many possible meanings of image
  • Lack of meta-language for talking about
    nonlinguistic symbol systems

18
Conclusion
  • A renewed sense of visuality
  • Awareness of visual communication
  • Deeper insight into electronic environments
  • Deeper understanding of communication
  • Better skills for deciphering meaning
  • Visual elements in e-texts as scaffolds

19
Authentic language in digital environments
  • Introduction
  • Overview
  • Previous research
  • Future directions and issues
  • Conclusion

20
Introduction
  • CMC and innovative conventions
  • Everyday social literacies
  • Digital postmodern literacies
  • Print-based, modern modes of communication
  • Language and discourse conventions of new
    literacies

20
21
Overview
  • Prestige language norms and language change
  • Use of innovative language not new
  • Prescriptive grammar based on older works
  • Language changes over space and time
  • Innovations in digital discourse
  • Accelerated natural language change and
    innovation
  • Innovations crossing over into paper domains
  • Implications for responsible language education
  • Implications for language professionals

21
22
Digital Language Innovation
  • Conditions facilitating DLIs
  • Emerging language conventions unstable
  • Functional range of acceptable conventions
  • Print-fixed standards vs. authentic variable
    usage in context

23
Authenticity in LLT
  • Behaviorism and structural grammar
  • Language acquisition through stimulus-response
  • Structurally-based language drills
  • Correct textbook language
  • Social constructivism and communication-based
    models
  • Comprehensible input
  • Information transfer
  • Social appropriateness

24
Authenticity in LLT
  • Native speakers as creators of authentic
    language?
  • Language use dominated by native speaker?
  • Native speaker clearly discernible?
  • Authenticity as a property of the user (Widdowson
    1990)

25
Breens (1985) four questions
  • What is an authentic text?
  • For whom is it authentic?
  • For what authentic purpose?
  • In which particular social situation?

26
Previous Research
  • Breen (1985)
  • Authenticity relative to pedagogical purposes
  • Questions for analyzing types of authenticity
  • Widdowson (1998)
  • Focus-on-form debate
  • Context central to understanding authenticity
  • Authentic language in the classroom

27
Previous Research (contd)
  • Valdman (1992)
  • Context central to notion of real language use
  • Problematic interfaces informing lang
    authenticity
  • Attaining sociopragmatic proficiency
  • Establishing static pedagogical norms
  • Acquiring natural language variation in FL
    classroom
  • Cross-cultural discourse analysis and corpus
    study
  • Authentic texts essential for communicative
    ability
  • Text not constructed for instructional purposes

28
Previous Research (contd)
  • Warschauer (1999)
  • Sociopragmatic authenticity in an online context
  • Student-teacher dialogue journals in CALL context
  • Kramsch et al. (2000)
  • Validity for aiming authenticity in CMC
  • Online agency, identity and self-presentation
  • Case 1 American undergraduates documenting
    CD-ROM creation process
  • Case 2 Chinese student of English learning
    through web page authorship and online
    communication

29
Previous Research (contd)
  • Identifying changing and emerging linguistic and
    discourse patterns in digital environments
  • Cross-cultural communication and LT
  • Email corpus analysis (Gao 2001 Lee 2002)
  • Descriptive (socio)linguistic frameworks
  • Language and the Internet (Crystal 2001)
  • Conversatinal excerpts from various groups of
    online users (Lotherington Xu 2004)

30
Future directions
  • What is appropriate digital language?
  • How to codify Netspeak descriptions for
    pedagogical purposes
  • How to update communicative competence to include
    digital literacies
  • How do we employ digital literacies in everyday
    life
  • What is the relationship between evolving
    technology and language and literacy development
  • What is the future of the book?

31
Future directions
  • Is Netspeak escaping to paper texts?
  • How does spelling and grammar checkers affect
    spelling as a pedagogical aim?
  • How are languages changing structurally and
    functionally in online contexts?
  • What is authentic language in digital
    environments?

32
Issues
  • Language, culture and identify online
  • Stronger agency through authorship
  • Stronger sense of identity
  • Ethnical concerns
  • Who owns conversations in virtual space
  • Concealed identities

33
Conclusion
  • Concomitant development of language and literacy
    with technological innovation
  • Opportunities for authorship and language
    authority
  • How the language teacher is to guide the learner
    through evolving language variability
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