To What Extent Can Defining Graphic or Written Text Relations Support The Teaching of Reading Comprehension in Multi-Modal Texts?
To What Extent Can Defining Graphic or Written Text Relations Support The Teaching of Reading Comprehension in Multi-Modal Texts
Peter Mc Donald
University of Birmingham
Due to the increasing number of image-based multi-modal texts used in the English Language Teaching (ELT) classrooms, teaching reading comprehension is becoming a growing challenge. Research suggests that defining the underlining graphic/written text relations that constitute image based multi-modal texts can help teachers meet that challenge. However, this area is under researched. This dissertation will propose a theoretical model of graphic/written text relations that can support reading comprehension in ELT classrooms. In order to create the model it will align two areas of research, systemic functional grammar and second language reading comprehension research. It then demonstrates how the model can be applied to an authentic multi-modal text to predict the effects the text will have on students reading comprehension. The study tests the predictions in a classroom context and discusses to what extent the model was successful. It also discuss the extent to which a definition graphic/written text relations is practical in an ELT classroom context. It suggests that further research into a more comprehensive definition of graphic/written text relations is an appropriate goal for ELT.
Filed Under: Thesis