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Multimodal synthesis and the voice of the multimedia author in a Japanese EFL context

Nelson, Mark Evan 2008, Multimodal synthesis and the voice of the multimedia author in a Japanese EFL context, Innovation in language learning and teaching, vol. 2, no. 1, pp. 65-82, doi: 10.2167/illt057.0.

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Title Multimodal synthesis and the voice of the multimedia author in a Japanese EFL context
Author(s) Nelson, Mark Evan
Journal name Innovation in language learning and teaching
Volume number 2
Issue number 1
Start page 65
End page 82
Total pages 18
Publisher Routledge
Place of publication Abingdon, England
Publication date 2008
ISSN 1750-1229
Keyword(s) authorship
L2 writing
voice
multimodality
multimedia
literacy
Summary This paper examines a powerful potential of multimodal design: meaning that transcends the total semiotic contribution of a text's constituent parts. With reference to data drawn from the digital storytelling practices of Japanese university students, the author argues and demonstrates that in the current semiotic climate, characterised by the increasing availability and complexity of communication tools and ready appropriation of available designs, practices of multimedia authorship truly can evince expression that is authentically multiplicative. However, this sort of meaning making does not automatically come about. Controlling the inherent polysemy of multimodal texts, in the author's view, is a matter of recognising points of semantic correspondence among co-deployed images, language, etc. and creating syntheses of potential meaning that cut across these semiotic modes. The author further argues that it is in this way that the voice of the multimodal author can most clearly be heard, particularly in cases in which a language learner–author integrates elements within a multimedia text that encode meaning in the L2.
Language eng
DOI 10.2167/illt057.0
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30042899

Document type: Journal Article
Collection: Faculty of Arts and Education
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