Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/12246
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dc.contributor.authorFranca Plastia, Annaen_US
dc.date.accessioned2014-10-01T02:30:36Z-
dc.date.accessioned2018-03-15T14:28:04Z-
dc.date.available2014-10-01T02:30:36Z-
dc.date.available2018-03-15T14:28:04Z-
dc.date.issued2013en_US
dc.identifier.issn1133-1127en_US
dc.identifier.urihttp://hdl.handle.net/10553/12246-
dc.description.abstractThe 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.en_US
dc.formatPDFes
dc.languageengen_US
dc.relation.ispartofLFE. Revista de Lenguas para Fines Específicosen_US
dc.sourceLFE. Revista de Lenguas para Fines Específicos [ISSN 1133-1127], n. 19, p. 372-396en_US
dc.subject570107 Lengua y literaturaen_US
dc.subject550510 Filologíaen_US
dc.subject.otherEnglish for Specific Purposesen_US
dc.subject.otherMultimodal Pedagogyen_US
dc.subject.otherMeaning-making Skillsen_US
dc.subject.otherNew Literaciesen_US
dc.titleMultimodality in English for specific purposes: reconceptualizing meaning-making practicesen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.typeArticleen_US
dc.compliance.driver1es
dc.identifier.absysnet233536-
dc.description.lastpage396en_US
dc.description.firstpage372en_US
dc.investigacionArtes y Humanidadesen_US
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.type2Artículoen_US
dc.utils.revisionen_US
dc.identifier.ulpgcen_US
dc.description.esciESCI
dc.description.erihplusERIH PLUS
item.grantfulltextopen-
item.fulltextCon texto completo-
Colección:LFE, Rev. leng. fines específ. n.19, 2013 
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