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| 研究生： |
陳佩如 Chen, Pei-Ju |
|---|---|
| 論文名稱： |
圖像素養融入多模態英語寫作:以兩位臺灣高中生為例之個案分析 Visual literacy in multimodal English writing: A case study of two senior high students in Taiwan |
| 指導教授： |
黃怡萍
Huang, Yi-Ping |
| 口試委員: |
招靜琪
Chao, Chin-Chi 曾明怡 Tseng, Ming-I |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英國語文學系 Department of English |
| 論文出版年： | 2019 |
| 畢業學年度： | 107 |
| 語文別： | 英文 |
| 論文頁數： | 137 |
| 中文關鍵詞： | 多模態寫作 、圖像素養 、課程設計 |
| 外文關鍵詞： | multimodal writing, visual literacy, course design |
| DOI URL： | http://doi.org/10.6814/NCCU201900350 |
| 相關次數： | 點閱：181 下載：46 |
| 分享至: |
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現有文獻指出圖像素養融入多模態寫作能夠促進圖像素養之發展和寫作能力的提升。然而，多數文獻多專注於以英語為母語或第二外語之兒童的故事寫作(Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen , 2016)，且寫作作品多停留在句子的程度而未發展成具有結構性的完整段落。因此，本研究旨在探討台灣高中生圖像素養之發展，以及了解圖像的使用和圖像素養如何與學生創作的過程互動，特別是描述文和敘述文。
為了深度刻畫學生圖像素養之發展和圖像與多模態創作之互動，本研究採用質化個案研究方法。本研究透過問卷、觀課紀錄、反思日誌、文件與創作，和訪談逐字稿蒐集兩位研究參與者的資料，並且使用VLC rubric (Bowen, 2017) 和six-step framework ( Braun & Clarke, 2006)來分析研究資料。
研究結果顯示兩位參與者的圖像素養在課程中有進步，但部分的能力因為不同圖像特質而未展現操縱式的圖像思考。圖像在學生設計的過程能夠促進學生聯想和決定題目，在產出過程中幫助學生組織和編排內容，在報告分享多模態創作中幫助讀者預測主題或是更加準確理解文字內容。然而，不同的圖像角色在不同寫作文體中的使用必須要有特定的圖像思考能力才能體現。結果也顯示圖像素養和多模態寫作能夠加深彼此的發展。本文最後建議讓學生接觸不同素材的圖像以發展圖像素養，也建議將圖像素養融入多模態寫作課中，才能讓學生充分發揮圖像之始使用，也創作出更好的多模態寫作作品。
Prior research shows students’ visual literacy and writing ability can be improved under the multimodal writing course involving visual literacy instruction. However, most research is targeted at ESL children’s stories (Mill, 2014; Vasudevan & Bateman, 2010; Wiseman, Mäkinen, & Kupiainen, 2016) at the sentence level without further developing into structured paragraphs. Thus, the current study attempted to explore EFL senior high students’ development of visual literacy and see how visual and visual literacy interact with the composing process of multimodal writing in different genres such as descriptive and narrative paragraph.
To provide insightful understanding of students’ development of visual literacy and how their use of visual in multimodal writing involved their demonstration of visual literacy, a qualitative descriptive case study approach was adopted. Two participants’ data from questionnaires, observations, reflective journals, documents and artifacts, and individual semi-structured interviews across sixteen-week classes were analyzed through Bowen’s (2017) VLC rubric and Braun & Clarke’s (2006) six-step framework.
The results found that two participants’ visual literacy improved across the time in this course but different visual in different genres required different visual thinking abilities, and they did not demonstrate manipulation of visual thinking for every kind of visual stimuli. As for the role of visual in multimodal writing, it enabled students to make association and decide the topic in the designing process, and it helped organize and sequence the contents in the producing process. In the presenting process, visual made readers understand their text better as a content predictor or confirmer. However, the use of visual in multimodal writing required certain visual thinking ability for different genres. The results also showed that visual literacy and multimodal writing reinforce each other. Finally, it is suggested that students should be exposed to various kinds of visual stimuli to develop visual thinking competency fully and that visual literacy-instruction should be taught along with the multimodal writing so that students can make use of visual and demonstrate better multimodal writing.
Chinese Abstract xi
English Abstract xii
Chapter
1. Introduction 1
2. Literature Review 5
Multimodal Writing Approach 5
Visuals in Multimodal Writing 7
Visual Literacy and Visual-Literacy Instruction 9
The Incorporation of Visual Literacy and Multimodal Writing 10
3. Methodology 13
Research Design 13
Context & Participants 13
Course Design 15
Genre Writing 15
Multimodal Writing Approach 17
Visual Literacy Instruction 18
Data Collection and Procedure 21
Questionnaire 21
Observation 22
Reflective Journal 22
Document and Artifact 23
Individual Interviews with the Participants 23
Data Analysis 25
Trustworthiness 29
Role of the Researcher 29
Research Ethics 29
4. Results 31
Stanley 31
Background Information 31
Conceptualizing Visual Literacy 32
Exploring Visual and Multimodal Writing in Structure of a Paragraph 33
Exploring Visual in the Description of a Scenery 33
Exploring Coherence in Writing a Story 34
Exploring Visual and multimodal Writing in Description of a Person 39
Exploring Visual in the Description of a Person 39
The Use of Visual in Composing Description of a Person 41
The Designing Process 41
The Producing Process 44
The Presenting Process 45
Exploring Visual and multimodal Writing in Description of a Scenery 46
Exploring Visual in Description of a Scenery 46
The Use of Visual in Composing Description of a Scenery 47
The Designing Process 47
The Producing Process 48
The Presenting Process 49
Exploring Visual and multimodal Writing in Narration of Gender Experience 50
Exploring Visual in Narration 50
The Use of Visual in Composing Narration 51
Designing Process 51
Producing Process 52
Presenting Process 54
Comparison of Visual in Different Genres 54
Frank 58
Background Information 58
Conceptualizing Visual Literacy 58
Exploring Visual and multimodal Writing in Structure of a Paragraph 59
Exploring Visual in the Description of a Scenery 59
Exploring Coherence in Writing a Story 59
Exploring Visual and multimodal Writing in Description of a Person 62
Exploring Visual in the Description of a Person 62
The Use of Visual in Composing Description of a Person 63
The Designing Process 63
The Producing Process 65
The Presenting Process 67
Exploring Visual and multimodal Writing in Description of a Scenery 67
Exploring Visual in Description of a Scenery 67
The Use of Visual in Composing Description of a Scenery 68
The Designing Process 68
The Producing Process 69
The Presenting Process 71
Exploring Visual and multimodal Writing in Narration of Gender Experience 72
Exploring Visual in Narration 72
The Use of Visual in Composing Narration 73
The Designing Process 73
The Producing Process 73
The Presenting Process 76
Comparison of Visual in Different Genres 76
5. Discussion 79
Research Question 1. What is EFL senior high students’ development of visual literacy under the multimodal approach and visual-literacy based instruction across time? 79
From Recognition and Identification to Manipulation of Visual Thinking as a Visual Consumer 79
From Recreation to Creation for Multimodal Writing as a Visual Creator 83
Research Question 2 & 3. How do the participants use visuals in their multimodal structured writings in different genres, including descriptive and narrative paragraphs? How does the participants’ visual literacy interact with their composing of multimodal structured genre writing? 85
Visual Inspires Ideas in the Designing Process 85
Visual as Associator for Abstract Ideas in Descriptive paragraphs 85
Visual as Topic Decider for Concrete Ideas in Descriptive paragraphs. 86
Visual as Writing Prompt for Descriptive Paragraphs and Narrative Paragraphs. 86
Visual helps Organize the Structure in the Producing Process 88
Visual as sequencing arranger for descriptive and narrative paragraphs.. 88
Visual as structure organizer for descriptive and narrative paragraphs. 89
Awareness of Coherence from Visual in the Producing Process 90
Visual Indicates Structure and Main Idea in the Presenting Process 92
6. Conclusion 95
Summary of the Study 95
Pedagogical Implications 97
Limitations of the Study and Suggestions for Future Research 99
Conclusion 100
Reference 102
Appendix A: Design of the Course 108
Appendix B: Detailed descriptions of the course for each week 111
Appendix C: Reflective journal 122
Reflective Journal 1 122
Reflective Journal 2 122
Reflective Journal 3 124
Reflective Journal 4 125
Appendix D: Interview Protocols for the Two Participants 127
First Interview Protocol 127
Second Interview Protocol 130
Third Interview Protocol 133
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