|
Tác giả CN
| Unsworth, Len. | |
Nhan đề
| Vai trò của hình ảnh trong sách giáo khoadajy tiếng Anh ở Việt Nam=The role of imaaaage in Vietnamese textbooks for the teaching of English as a foreign language /Len Unsworth;Ngô Thị Bích Thu. | |
Thông tin xuất bản
| 2014 | |
Mô tả vật lý
| tr.101-104 | |
Tóm tắt
| Since an ever increasing range of text in paper and electronic media are including images as a means of conveying meaning independently and in interaction with language, developing literacy as a part of language learning can no longer be considered to be concerned with words alone. This paper reports a study of the role of images in secondary school textbooks for teaching English as a foreign language (TEFL) in Vietnam. In some textbooks images were principally resources for arources for arousing motivation, invoking students’ background knowledge of a topic or as visual cues to accessing the meaning of vocabulary in texts. In anoher kind of textbook images were included within the reading materials, and learning experiences involved students in deriving meaning from the images and from the relationship between the images and the language, which served as much richer language learning resources. This kind of integration of image and language reflects the multimmodal nature of a large proportion of authentic texts in English and hence, for all language learners, whether in contexts of first language learning (L1), English as a second language (ESL)or English as a foreign language (EFL), learning to construct meaning from the interaction of image and language is a crucial aspect of language competence.The need for language teaching to attend specifically to this aspect of meaning-making is directly supported by research showing that, in a very large scale study, approximately half the cohort of primary school students experienced difficulty comprehending text segments where particular kinds of image-language relations were the focus of the meaning at stake. It is therefore proposed that TESOL textbooks need to incorporate learning experiences that prepare those learning English as a second or foreign language to be able to negotiate the meanings made by images and image-language interaction in English texts. | |
Thuật ngữ không kiểm soát
| Sách giáo khoa | |
Thuật ngữ không kiểm soát
| Hình ảnh | |
Thuật ngữ không kiểm soát
| Tiếng Anh | |
Thuật ngữ không kiểm soát
| Việt Nam | |
Thuật ngữ không kiểm soát
| Vai trò | |
Tác giả(bs) CN
| Ngô Thị Bích Thu. | |
Nguồn trích
| Ngôn ngữ và đời sống.- 2014, Số 11 (229). |
| |
000
| 00000nab a2200000 a 4500 |
|---|
| 001 | 37318 |
|---|
| 002 | 2 |
|---|
| 004 | 47781 |
|---|
| 008 | 160303s2014 vm| vie |
|---|
| 009 | 1 0 |
|---|
| 022 | |a08683409 |
|---|
| 035 | |a1456415437 |
|---|
| 039 | |a20241202135101|bidtocn|c|d|y20160303085104|zhaont |
|---|
| 041 | 0 |avie |
|---|
| 044 | |avm |
|---|
| 100 | 0 |aUnsworth, Len. |
|---|
| 245 | 10|aVai trò của hình ảnh trong sách giáo khoadajy tiếng Anh ở Việt Nam=|bThe role of imaaaage in Vietnamese textbooks for the teaching of English as a foreign language /|cLen Unsworth;Ngô Thị Bích Thu. |
|---|
| 260 | |c2014 |
|---|
| 300 | |atr.101-104 |
|---|
| 362 | 0 |aSố 11 (229) 2014. |
|---|
| 520 | |aSince an ever increasing range of text in paper and electronic media are including images as a means of conveying meaning independently and in interaction with language, developing literacy as a part of language learning can no longer be considered to be concerned with words alone. This paper reports a study of the role of images in secondary school textbooks for teaching English as a foreign language (TEFL) in Vietnam. In some textbooks images were principally resources for arources for arousing motivation, invoking students’ background knowledge of a topic or as visual cues to accessing the meaning of vocabulary in texts. In anoher kind of textbook images were included within the reading materials, and learning experiences involved students in deriving meaning from the images and from the relationship between the images and the language, which served as much richer language learning resources. This kind of integration of image and language reflects the multimmodal nature of a large proportion of authentic texts in English and hence, for all language learners, whether in contexts of first language learning (L1), English as a second language (ESL)or English as a foreign language (EFL), learning to construct meaning from the interaction of image and language is a crucial aspect of language competence.The need for language teaching to attend specifically to this aspect of meaning-making is directly supported by research showing that, in a very large scale study, approximately half the cohort of primary school students experienced difficulty comprehending text segments where particular kinds of image-language relations were the focus of the meaning at stake. It is therefore proposed that TESOL textbooks need to incorporate learning experiences that prepare those learning English as a second or foreign language to be able to negotiate the meanings made by images and image-language interaction in English texts. |
|---|
| 653 | 0 |aSách giáo khoa |
|---|
| 653 | 0 |aHình ảnh |
|---|
| 653 | 0 |aTiếng Anh |
|---|
| 653 | 0 |aViệt Nam |
|---|
| 653 | 0 |aVai trò |
|---|
| 700 | 0 |aNgô Thị Bích Thu. |
|---|
| 773 | |tNgôn ngữ và đời sống.|g2014, Số 11 (229). |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không có liên kết tài liệu số nào
|
|
|
|