Using multimodal language learning histories to understand learning experiences and beliefs of second language learners in Japan
Using multimodal language learning histories to understand learning experiences and beliefs of second language learners in Japan
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利用多模式语言学习历史来了解日本第二语言学习者的学习经历和信念
DOI：
10.1111/modl.12828
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Tae Umino
中科院分区：
文献类型：
--
作者：
Tae Umino
本研究探讨了使用数字制作的多模态语言学习历史（MLLHs），以了解在日本的一组大学生（N= 21）的第二语言（L2）的学习经验的可能性。研究发现，学习者的MLLHs是语言、地点、人物、学习资源和学习过程自我分析等视觉元素的视觉化呈现。它还确定了4种模式的方式，MLLH是通过专注于某种类型的视觉元素。以人为本的MLLH专注于L2学习作为情感体验。在以资源为导向的MLLH中，学习被认为是因为通过最喜欢的媒体参与语言而发生的。在面向分析的MLLH中，学习被认为是语言测量尺度的上升和下降。以地点为导向的MLLH强调在L2地区的现场是全球化和流动性时代的关键。这些模式从语境的角度反映了学习者对第二语言学习的看法。本研究进一步认为，一个多模态的方法可以有显着的影响，使可见的学习者的主观观点和信念作为镜头，通过他们的框架，他们的学习经验，以及可视化的动态和个性化的学习。
This study explores the possibilities of using digitally produced multimodal language learning histories (MLLHs) to understand the experiences of learning a second language (L2) of a group of university students in Japan (N= 21). The study observes that learners’ MLLHs are texts in which the visual elements of language, place, person, learning resource, and self‐analysis of learning process are represented visually. It also identifies 4 patterns in the ways the MLLHs are constructed by focusing on a certain type of visual element. Person‐oriented MLLHs focus on L2 learning as emotional experience. In resource‐oriented MLLHs, learning is perceived to occur because of engaging with language via favorite media. In analysis‐oriented MLLHs, learning is regarded as a matter of going up and down the scale of linguistic measures. Place‐oriented MLLHs emphasize being on site at an L2‐speaking region as being the key in the era of globalization and mobility. These patterns reflect learners’ beliefs on L2 learning as viewed from a contextual perspective. This study further argues that a multimodal approach can have a significant influence on making visible learners’ subjective perspectives and beliefs as lenses through which they frame their learning experiences, as well as visualizing the dynamics and individualities of learning.