| CODE | ALL1002 | ||||||||
| TITLE | Discovering Multimodal Text Analysis | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | Textbooks indeed are the most popular tool used globally within the classroom (UNESCO, 2007). The Language classroom is no exception. In this case, textbooks together with other authentic texts (Widdowson, 1990) bring the learner closer to the target language being taught. While acknowledging the importance of texts in language teaching, this study-unit goes one step further and aims to analyse a number of texts multimodally. This will be done, initially by defining the terms ‘mode’ and ‘multimodality’, highlighting the conventional distinctions which often feature in literature. Adopting a practical multimodal text analysis, the study unit intends to analyse the effects of particular modes (including print, speech, visuals, colour, body language, gaze, gestures, clothes etc) on the reader (i.e. the language learner) of particular texts used in the language classroom. Throughout the study-unit, since the very early stages students are expected to implement through practical activities the theories discussed. Study-unit Aims The main aims of this particular study unit are: 1. to introduce to students the concept of Multimodality and text; 2. to implement theories about Multimodality in practice, through experiences shared and through lesson plans designed; 3. to show students how they could themselves include the Multimodal theories mentioned when designing lesson plans or conducting lessons in actual MFL learning contexts. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: Understand the concepts and principles that they require when they daily encounter texts and modes around them; Evaluate different ways through which data they collect (for example Grammar and Culture etc. )can be analysed; Examine and preempt what they (as teachers/researchers/people in different sectors) can understand when modes are consciously or unconsciously presented to them. 2. Skills: By the end of the study-unit the student will be able to: Assess and develop their Multimodal skills; Realize that different modes (even in the same context) can lead to different interpretations; Analyze different methods and develop different skills through which they can derive meanings through modes they are supplied with. Main Text/s and any supplementary readings (availability at the Library or otherwise is indicated against each entry) Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge. (not in library) Mavers, D. E. (2011). Children's drawing and writing: the remarkable in the unremarkable. New York ; London: Routledge. (not in library) |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | George Cremona |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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