Purpose: This paper is a proposal for improving ESL text comprehension by merging a multimodal perspective on language (Kress, 2005) with an integrated psychological (or ‘metacognitive’) approach to language learning and awareness (Fairclough, 1992, p. 1). Design: A multichannel approach is presented, based on two strategies: a main ‘multichannel’ strategy for reading the text, which focuses on the assessment of the visual, auditory, cognitive and kinaesthetic/emotional channels and relative functions, and a corollary one, specifically dedicated to implementing the cognitive function. Methodology/ Approach: The approach has been extensively applied in university-level English classes (Reggio Emilia, Parma, Bologna University) using a ‘multichannel test’ based on students’ feedback to explore the effectiveness of the method. In this paper, a case study is offered: data have been collected with specific reference to the University of Bologna, A. Y. 2017/18 and 2018/2019. Originality/Value: Evidence suggests that further and diversified applications promise an empowerment of the approach and of its impact on ELT as well as on students’ awareness and satisfaction.

"Improving text comprehension in ESL learners: a multichannel approach"

Ferrari, Federica;Picciuolo, Mariangela;Bigi, Daniele
2022

Abstract

Purpose: This paper is a proposal for improving ESL text comprehension by merging a multimodal perspective on language (Kress, 2005) with an integrated psychological (or ‘metacognitive’) approach to language learning and awareness (Fairclough, 1992, p. 1). Design: A multichannel approach is presented, based on two strategies: a main ‘multichannel’ strategy for reading the text, which focuses on the assessment of the visual, auditory, cognitive and kinaesthetic/emotional channels and relative functions, and a corollary one, specifically dedicated to implementing the cognitive function. Methodology/ Approach: The approach has been extensively applied in university-level English classes (Reggio Emilia, Parma, Bologna University) using a ‘multichannel test’ based on students’ feedback to explore the effectiveness of the method. In this paper, a case study is offered: data have been collected with specific reference to the University of Bologna, A. Y. 2017/18 and 2018/2019. Originality/Value: Evidence suggests that further and diversified applications promise an empowerment of the approach and of its impact on ELT as well as on students’ awareness and satisfaction.
Ferrari, Federica; Picciuolo, Mariangela; Bigi, Daniele
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/787598
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 0
  • ???jsp.display-item.citation.isi??? 0
social impact