This research explores the potential of image and visual literacy in the postsecondary second language classroom to contribute to learners’ motivation towards the acquisition of the second language. The pedagogical approach used in this project is based on the research on multiliteracy, and the learning model adopted is implied by the activity theory. The intervention took place over a period of six weeks, with 39 students registered in two different first year French courses at the University of Victoria, British Columbia. The research hypothesis was that analysis, interpretation and fabrication of images would engage and motivate the participants towards their second language acquisition (SLA). Data gathered from participants’ comments suggest that more than two thirds of them, that is to say 71%, have supported my hypothesis. A series of comparative analysis indicated that the research experience was more appreciated by the group Fren 195, probably because of specific expectations regarding the nature of their course. Another series of comparative analysis suggested that the sub-group immersion Fren 155 had least appreciated the research experience, due to the conventions on linguistic hybridity, creative process and choices. Finally, since the activity theory is comprised of an ensemble of interactive components, the research also investigated the impact of each component on the participants’ motivation towards SLA.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/2025 |
| Date | 04 January 2010 |
| Creators | Guay, Dominique |
| Contributors | Caws, Catherine |
| Source Sets | University of Victoria |
| Language | English, French |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
Page generated in 0.0019 seconds