Enhancing the EFL Learners’ Reading Comprehension through Multimodal Texts: Social Semiotic Analysis of ‘Getting Through’.
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Date
2016-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi-Ouzou
Abstract
language learners’ reading comprehension in the Algerian secondary schools; more precisely
in Tizi_ Ouzou. First, this research attempted to investigate whether the visuals and the
linguistic texts that are introduced into the reading sections of the Algerian secondary school
textbook ‘Getting Through’ which is designed for second year learners complement the
meaning of each other, and determine the types of the image-text relations. Moreover, this
investigation tried to highlight the EFL teachers’ attitudes towards the use of the visuals
included in the pre-reading texts in the reading sections, and investigate the impact of these
multimodal texts on the EFL learners’ comprehension as well. For the sake of empirically
investigating the issue, the qualitative methods approach is adopted. Indeed, this study
combines between qualitative data collection tools and qualitative data analysis procedures
.Thus, The data collection procedures comprise interviews for secondary school teachers of
English and the reading texts included in “Getting Through” textbook. In order to analyse
the data collected, we mainly relied on the Social Semiotic Multimodal toolkit and the
qualitative content analysis. The results of this research revealed that the visual and the
linguistic modes within the reading texts interact and complement the meanings of each
other; in addition, the visual and the linguistic modes are combined in terms of
‘Exemplification’, ‘Augmentation’ and ‘Exposition’. Furthermore, the findings showed that
teachers of English in Tizi_ Ouzou secondary schools have positive attitudes towards the use
of the visuals included in the reading texts and they always explore them before reading the
linguistic texts. Finally, this study revealed that the visual composition of ‘Getting Through’
textbook’s reading sections enhances and promotes the EFL learners’ reading
comprehension.
Description
82p.:ill;30cm.(+cd)
Keywords
Citation
Linguistique Appliquée et Sémiotique Sociale