ABSTRACT

Audio-visual texts play a vital role in FL instruction. Numerous publications point to their benefits to reach communicative and cultural learning goals. However, there is only limited empirical insight into how the medium’s multimodal resources are used in the context of FL learning. To understand how elementary-level learners of German engage with the multimodal linguistic and cultural resources of audio-visual texts, this quantitative study investigated learners’ linguistic and cultural comprehension as well as their self-reported foci when watching two genres of short audio-visual texts. Results showed that, first, learners have less difficulty understanding action-driven audio-visual genres with embodied, interactional modes of communication that balance iconic, indexical and symbolic multimodal resources and, second, learners’ self-reported foci on multimodal aspects were broad and varied by genre. Pedagogical implications for the selection of and teaching with audio-visual media as well as directions for future research are discussed.

摘要

视听文本在外语教学中起着至关重要的作用。许多出版物指出了它们对达到交际和文化学习目标的好处。然而，对于如何在 FL 学习环境中使用媒体的多模式资源，只有有限的经验见解。为了了解德语初级学习者如何使用视听文本的多模态语言和文化资源，本定量研究调查了学习者在观看两种类型的短视听时的语言和文化理解以及他们自我报告的焦点文本。结果表明，首先，学习者在理解动作驱动的视听流派时，具有平衡标志性、索引和符号多模态资源的具身互动交流模式的难度较小；其次，学习者对多模式方面的自我报告的关注点很广泛，并且因体裁而异。讨论了视听媒体的选择和教学的教学意义以及未来研究的方向。