制作L2多模态组合标识

María Dolores García-Pastor, Jorge Piqueres Calatayud
{"title":"制作L2多模态组合标识","authors":"María Dolores García-Pastor, Jorge Piqueres Calatayud","doi":"10.1558/cj.24237","DOIUrl":null,"url":null,"abstract":"Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"79 11","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Crafting L2 Multimodal Composing Identities\",\"authors\":\"María Dolores García-Pastor, Jorge Piqueres Calatayud\",\"doi\":\"10.1558/cj.24237\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.\",\"PeriodicalId\":357125,\"journal\":{\"name\":\"the CALICO Journal\",\"volume\":\"79 11\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"the CALICO Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1558/cj.24237\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"the CALICO Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1558/cj.24237","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

鉴于数字多模态合成(DMC)对身份表达的重大影响,身份目前是数字多模态合成(DMC)的一个突出主题。然而,由于缺乏明确确立的针对dmc的身份类别,以及作者身份在其中的扩展和限制过程的详细描述,二语学习者在这类语篇写作中作者身份的发展和波动需要进一步探讨。本研究试图填补这一空白,通过仔细观察三名在西班牙学习英语作为外语的11年级学生如何在一个为期16周的基于体裁的数字叙事(DST)干预中塑造他们的英语作家身份,该干预遵循基于体裁的系统功能语言学传统的第二语言写作,并包括态度指导(Martin &白,2005)。多源数据的定性数据分析遵循了Ivanic(1998)的作家身份框架、态度类别和多模态中的关键概念,以及DST和身份文献。结果表明,学生在数字故事写作过程中对这些类别的意识有所提高,在作家身份建构中普遍倾向于欣赏和判断,这取决于一定的因素。学生作家身份及其波动揭示了具体DMC身份类别的类型、扩展与制约过程,说明了学生在数字故事创作中的多模态创作身份形成与转换。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Crafting L2 Multimodal Composing Identities
Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信