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The Effects of the Great Textual Shi...

Djiguimde, Ritassida Mamadou.

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The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading./
Author:	Djiguimde, Ritassida Mamadou.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	191 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788361
ISBN:	9780355880410

The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading.
Djiguimde, Ritassida Mamadou.

The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 191 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--Ball State University, 2018.

This item must not be sold to any third party vendors.

With the emergence of computer-based technologies, texts containing information in different modes are growing in number, technological sophistication, and quality presentation. In the context of this changing semiotic landscape of communication, a change which I have named The Great Textual Shift , it is timely to learn which mode combination produces the best result for English learners. Accordingly, the present study examines the effects of The Great Textual Shift on second language reading. The Great Textual Shift is operationalized through three text conditions: (1) a verbal text condition-text in which writing is the only mode of meaning-making, (2) a supplementary text condition-text which comprises the written language and the visual representation modes and where one mode adds to the meaning of the other, and (3) a complementary text condition-text which comprises the written language and the visual representation modes and where the two modes must be integrated for the text to become intelligible. Participants were intermediate learners (n = 90), advanced learners (n = 90), and native speakers (n = 90). Each language group was further divided into three subgroups ( n = 30), and each subgroup was tasked with reading in one text condition and answering questions about the text. Participants' comprehension scores and reading times were compared across the conditions and language groups. The findings revealed that (a) the complementary text condition significantly impedes learners' comprehension; (b) the complementary text condition facilitates for native speakers a significantly quicker navigation/ reading, and (c) no significant difference was observed between the verbal text and the supplementary text conditions, although mean scores in the supplementary text conditions were slightly lower. These results indicate that multimodality has deleterious effects on learners' comprehension and raise the need for training them to proficiently read these new textual forms. The results further suggest that multimodal texts are not inherently more comprehensible although they may be a time-saver for proficient readers such as native speakers. These findings have implications for SLA theories as they determine which text condition is the most comprehensible and subsequently the most conducive to second language acquisition. By demonstrating which spatial mode combination is the most conducive to comprehension and language acquisition in this changing semiotic landscape of communication, these findings enhance theories of multimodal/multimedia learning. The study's findings also have implications for SLA reading comprehension theories as they raise the need for an expansion of those theories to include the visual representation mode and the intermodal semiosis among the modes co-present in text.

ISBN: 9780355880410Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Multimodal reading

The Effects of the Great Textual Shift: Spatial Multimodality and Second/Foreign Language Reading.
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300 $a 191 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hamada, Megumi.
502 $a Thesis (Ph.D.)--Ball State University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a With the emergence of computer-based technologies, texts containing information in different modes are growing in number, technological sophistication, and quality presentation. In the context of this changing semiotic landscape of communication, a change which I have named The Great Textual Shift , it is timely to learn which mode combination produces the best result for English learners. Accordingly, the present study examines the effects of The Great Textual Shift on second language reading. The Great Textual Shift is operationalized through three text conditions: (1) a verbal text condition-text in which writing is the only mode of meaning-making, (2) a supplementary text condition-text which comprises the written language and the visual representation modes and where one mode adds to the meaning of the other, and (3) a complementary text condition-text which comprises the written language and the visual representation modes and where the two modes must be integrated for the text to become intelligible. Participants were intermediate learners (n = 90), advanced learners (n = 90), and native speakers (n = 90). Each language group was further divided into three subgroups ( n = 30), and each subgroup was tasked with reading in one text condition and answering questions about the text. Participants' comprehension scores and reading times were compared across the conditions and language groups. The findings revealed that (a) the complementary text condition significantly impedes learners' comprehension; (b) the complementary text condition facilitates for native speakers a significantly quicker navigation/ reading, and (c) no significant difference was observed between the verbal text and the supplementary text conditions, although mean scores in the supplementary text conditions were slightly lower. These results indicate that multimodality has deleterious effects on learners' comprehension and raise the need for training them to proficiently read these new textual forms. The results further suggest that multimodal texts are not inherently more comprehensible although they may be a time-saver for proficient readers such as native speakers. These findings have implications for SLA theories as they determine which text condition is the most comprehensible and subsequently the most conducive to second language acquisition. By demonstrating which spatial mode combination is the most conducive to comprehension and language acquisition in this changing semiotic landscape of communication, these findings enhance theories of multimodal/multimedia learning. The study's findings also have implications for SLA reading comprehension theories as they raise the need for an expansion of those theories to include the visual representation mode and the intermodal semiosis among the modes co-present in text.
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650 4 $a Reading instruction. $3 2122756
650 4 $a Language. $3 643551
653 $a Multimodal reading
653 $a Multimodality
653 $a Second language acquisition
653 $a Second language reading
653 $a Spatial multimodality
653 $a The Great textual shift
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