Teach L2 comprehension through a multiliteracies curriculum with video-based visualizing and verbalizing activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that comprehension be taught through a curriculum of multiliteracies in which learners interpret text meanings through different modalities, such as visualizing and verbalizing. It proposes concrete activities: learners connect text segments with images by drawing a picture or describing their images, view video clips and recall content from a stopped scene, compare recall with the original script, and describe and illustrate clip content with chosen scenes. The recommendation rests on the study's significant VNT results and the multiliteracies pedagogy.

Design Implications¶

Context¶

Requirements¶

• Video-based materials integrated with on-screen text and narrations, as in the VNT presentation condition.

Constraints¶

• The article states results reflect group tendencies and do not apply with equal consistency to every participant.

Target Learners¶

• Chinese-speaking EFL university students

Target Learning Goals¶

• L2 text comprehension at macrostructure and microstructure levels

Affordances¶

• Dct Account Video L2 Comprehension

Related Strategies¶

• Multiple Modalities for Perceiving Information
• Providing Multiple Means of Representation
• Multisensory Encoding
• Multi Sensory Learning
• Critical Lens Development

Examples¶

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Key Sources¶

• Lin, L.-F. (2016). The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension. English Language Teaching, 9(10). https://doi.org/10.5539/elt.v9n10p1