TL;DRAbstract
This paper applies Kress' theory of multimodality in social semiotic to facilitate vocabulary acquisition and text building in classroom. It designs a classroom activity wherein Japanese University students of Spanish as a foreign language built a hypertext aiming to do research about several topics and enlarge vocabulary. Additionally, based on the classroom activity, it established the Multimodality-based Model in the classroom of Spanish as a foreign language and briefly investigate and analyze the responding of students. Finally, the paper summarizes the merit and limit of this activity and concludes that the approach of multimodality can make students become aware of available resources for conveying meanings. This paper relates multimodality to hypertext, which can well combine their advantages, i.e. the hypertext can link many kinds of media and is more suitable for conveying meanings and feelings.
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This paper applies Kress' theory of multimodality in social semiotic to facilitate vocabulary acquisition and text building in classroom. It designs a classroom activity wherein Japanese University students of Spanish as a foreign language built a hypertext aiming to do research about several topics and enlarge vocabulary. Additionally, based on the classroom activity, it established the Multimodality-based Model in the classroom of Spanish as a foreign language and briefly investigate and analyze the responding of students. Finally, the paper summarizes the merit and limit of this activity and concludes that the approach of multimodality can make students become aware of available resources for conveying meanings. This paper relates multimodality to hypertext, which can well combine their advantages, i.e. the hypertext can link many kinds of media and is more suitable for conveying meanings and feelings.
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