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Domestic Ubimus
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In: EISSN: 2409-9708 ; EAI Endorsed Transactions on Creative Technologies ; https://hal-hprints.archives-ouvertes.fr/hprints-03602695 ; EAI Endorsed Transactions on Creative Technologies, EAI - European Alliance for Innovation, 2022, ⟨10.4108/eai.22-2-2022.173493⟩ (2022)
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Multidimensional Coding of Multimodal Languaging in Multi-Party Settings ...
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Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
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In: Languages; Volume 7; Issue 1; Pages: 70 (2022)
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Text+: Language- and text-based Research Data Infrastructure ...
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Text+: Language- and text-based Research Data Infrastructure ...
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| 7 |
Text+: Language- and text-based Research Data Infrastructure ...
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| 8 |
The multimodality in Libras dictionaries: theoretical and applied reflections ; A multimodalidade em dicionários de Libras: reflexões teóricas e aplicadas
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In: Revista GTLex; v. 7 (2021): Volume 7 ; 2447-9551 (2022)
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| 9 |
Multimodal resources in five school dictionaries ; Recursos multimodales en cinco diccionarios escolares ; Recursos multimodais em cinco dicionários escolares
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In: Revista GTLex; v. 7 (2021): Volume 7 ; 2447-9551 (2022)
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| 10 |
A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
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In: Electronic Thesis and Dissertation Repository (2022)
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| 11 |
Peut-on traduire une image ? Implications de la créativité dans la traduction de textes audiovisuels ; Can images be translated? Implications of creativity in the translation of audiovisual texts
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| 13 |
Video or audio listening tests for English language teaching context: which is more effective for classroom use?
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 149-166 (2022) (2022)
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| 14 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
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Abstract:
This study investigated the productive vocabulary of EFL learners divided into two groups: multimodal (preference for two or three perceptual learning styles) and unimodal (preference for one perceptual learning style). The objectives of this research were twofold: (1) to identify the productive vocabulary of multimodal and unimodal EFL learners; and (2) to ascertain whether there were statistically significant differences between productive vocabulary and the preferences for learning (multimodality or unimodality). The sample consisted of 60 Spanish EFL learners (24 multimodal and 36 unimodal) in the 12th grade. The data collection instruments were the Learning Style Survey (Cohen et al., 2009) to divide the informants into multimodal and unimodal learners, and the 2,000-word version of the Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) to measure their productive vocabulary. Then, data were coded and subjected to quantitative analyses. The findings indicated that multimodal learners had more productive vocabulary (1,186 words) than their unimodal peers (948 words). However, there were not statistically significant differences between multimodal and unimodal learners in their productive vocabulary. However, both the effect size and the strength of association were large. Therefore, the results suggested that EFL learners employed different sensory modalities to learn vocabulary. ; Este estudio investigó el vocabulario productivo de aprendices de inglés como lengua extranjera multimodales y unimodales, de acuerdo a sus estilos de aprendizaje. Los objetivos fueron: (1) identificar el vocabulario productivo de los estudiantes multimodales y unimodales; (2) determinar si se encontraron diferencias estadísticamente significativas entre el vocabulario productivo y las preferencias en el aprendizaje (multimodalidad o unimodalidad). La muestra la formaron 24 alumnos multimodales y 46 unimodales, aprendices de inglés como lengua extranjera de 2º de Bachillerato. Los instrumentos utilizados fueron el Learning Style Survey (Cohen et al., 2009), para dividir a los alumnos en multimodales y unimodales, y el Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) para medir el vocabulario productivo. A continuación, los datos fueron codificados y sometidos a análisis cuantitativos. Los resultados indicaron que los alumnos multimodales presentaron un mayor vocabulario productivo (1.186 palabras) que los unimodales (948 palabras). La prueba de Wilcoxon mostró que no había diferencias estadísticamente significativas en el vocabulario productivo de los alumnos multimodales y unimodales. Sin embargo, el tamaño del efecto y la fuerza de asociación fueron grandes. Estos resultados sugieren que los aprendices de inglés como lengua extranjera utilizan diferentes modalidades sensoriales para aprender vocabulario.
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Keyword:
English as a Foreign Language; estilos de aprendizaje de percepción; inglés como lengua extranjera; multimodalidad; Multimodality; Perceptual learning style preferences; Productive vocabulary; unimodalidad; Unimodality; vocabulario productivo
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8393669
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| 15 |
Compositional and interpersonal analysis of the picture book Stella brings the family: deconstructing affection
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 1-23 (2022)
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| 16 |
Teaching multimodal metadiscourse in academic English as a foreign language
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 155-172 (2022)
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Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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Arquitetura de capa dos folhetos de cordel: tradição e modernidade / Cordel leaflets cover architecture: tradition and modernity
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In: Revista de Estudos da Linguagem, Vol 30, Iss 1, Pp 175-208 (2022) (2022)
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“One does not simply categorize a meme”: A dual classification system for visual-textual internet memes
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5260 ; 2473-8689 (2022)
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French spoken from situation to situation ; Le français parlé de situation en situation
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In: ECODIC : Corpus et didactique, première école d'été sur l'exploitation didactique des corpus oraux ; https://hal.archives-ouvertes.fr/hal-03350269 ; ECODIC : Corpus et didactique, première école d'été sur l'exploitation didactique des corpus oraux, Virginie André, Maud Ciekanski et Carole Etienne, Aug 2021, Nancy, France ; https://corpusdidac.event.univ-lorraine.fr/ (2021)
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