Publication: El desarrollo de la argumentación multimodal a través de la imagen digital con alumnado de español como lengua extranjera
Authors
Ferré Galvañ, Álvaro
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Escuela Internacional de Doctorado
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Martín Sánchez, María Teresa ; Caro Valverde, María Teresa
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Esta Tesis Doctoral en cotutela entre la Universidad de Murcia (España) y la Università degli Studi di Salerno (Italia) investiga el desarrollo de la argumentación multimodal mediante el uso de las imágenes digitales en la enseñanza del español como lengua extranjera (ELE) para contribuir a contrarrestar el problema de la insuficiencia actual de estrategias pedagógicas al respecto. Su base teórica se cimenta tanto en estudios lingüísticos, lógicos y educativos sobre argumentación informal consecuentes con la semiótica de la multimodalidad discursiva como en la convergencia institucional del Marco Común Europeo de Referencia para las Lenguas (MCER) y el Plan Curricular del Instituto Cervantes (PCIC) para establecer estrategias y niveles de competencia comunicativa en su proceso de enseñanza-aprendizaje.
Desde un enfoque cualitativo de investigación-acción educativa y mixtura metodológica entre microetnografía, aprendizaje basado en tareas y lingüística del corpus, se realiza el objetivo de verificar la viabilidad de un modelo didáctico orientado hacia la argumentación multimodal mediante la recursividad educativa de imágenes digitales. Los participantes en la investigación educativa son un grupo de 44 estudiantes italianos de ELE de la Università degli Studi di Salerno que presenta un nivel B2 de competencia lingüística en español. Su diseño basado en tareas integra actividades con tres tipos de textualidad multimodal: primero, imágenes puras; segundo, imágenes con texto; tercero, imágenes generadas por IA a partir de textos escritos por el alumnado.
Las tareas basadas en imágenes puras y las basadas en imágenes con texto se someten a dos condiciones de ejecución: por una parte, imágenes contextualizadas, donde se ofrecen a los estudiantes instrucciones que permiten guiar su tema; por otra parte, imágenes no contextualizadas y sin más soporte escrito que el disponible en la propia imagen; así cada estudiante es impelido a activar autónomamente su capacidad inferencial para formular una hipótesis sobre el problema semántico que comunica la imagen.
Para gestionar el material didáctico y las producciones generadas en la intervención se construyen dos corpus: CIMA (Corpus de Imágenes para la Motivación de la Argumentación), que agrupa las imágenes antologadas; y CAME (Corpus Argumentativo Multimodal para el Español), que recoge los textos discentes. Siguiendo los criterios del PCIC, se elaboran un modelo de análisis para cada producción y una rúbrica de evaluación de los textos discentes.
Los resultados indican que las redacciones basadas en imágenes puras sin contextualización y en imágenes con texto contextualizadas obtienen rendimiento peor, pues en las primeras algunos estudiantes muestran dificultades para identificar la cuestión polémica; y en las segundas el exceso de información genera confusión. Las redacciones basadas en imágenes puras contextualizadas, imágenes con texto sin contextualización e imágenes generadas con IA muestran desempeño mejor, pues se observa que en las imágenes puras contextualizadas hay equilibrio entre libertad interpretativa y orientación incidente en la ideación de hipótesis plausibles. Respecto de las imágenes con texto sin contextualizar, no hay sobreinformación y se puede adoptar un papel más activo en la construcción del sentido. En cuanto a las imágenes generadas mediante IA, resultan especialmente atractivas y motivadoras, pues se tiende a reflexionar más sobre el proceso constructivo y a elaborar contraargumentaciones, estrategia crítica ausente en las otras modalidades de redacción.
En conclusión, los resultados de esta investigación avalan la validez epistémica de la hipótesis de investigación acerca de la viabilidad de la didáctica de la argumentación multimodal apoyada en imagen digital para promover el aprendizaje competente del español. También se sugiere en prospectiva que la combinación entre reflexión lingüística, pensamiento crítico y uso responsable de la tecnología ofrece al alumnado una experiencia formativa motivadora siempre que esté contextualizada en su realidad cotidiana y que sea beneficiosa para su futuro académico y profesional.
This Doctoral Thesis in co-tutelage between the Universidad de Murcia (Spain) and the Università degli Studi di Salerno (Italy) investigates the development of multimodal argumentation through the use of digital images in the teaching of Spanish as a foreign language (ELE) in order to contribute to counteract the problem of the current insufficiency of pedagogical strategies in this respect. Its theoretical basis is based on the one hand on linguistic, logical and educational studies on informal argumentation consistent with the semiotics of discursive multimodality and on the institutional convergence of the Common European Framework of Reference for Languages (CEFR) and the Plan Curricular del Instituto Cervantes (PCIC) to establish strategies and, on the other hand, on the levels of communicative competence in the teaching-learning process. From a qualitative approach of educational action research and methodological mixture between microethnography, task-based learning and corpus linguistics, the aim is to verify the feasibility of a didactic model oriented towards multimodal argumentation through the educational recursion of digital images. The participants in the educational research are a group of 44 Italian ELE students from the Università degli Studi di Salerno with a B2 level of linguistic competence in Spanish. Their task-based design integrates activities with three types of multimodal textuality: first, pure images; second, images with text; third, images generated by AI from texts written by the students. The tasks based on pure images and those based on images with text are subjected to two execution conditions: on the one hand, contextualised images, where students are offered instructions to guide their topic; on the other hand, non-contextualised images with no written support other than that available in the image itself; each student is thus impelled to autonomously activate his or her inferential capacity to formulate a hypothesis about the semantic problem communicated by the image. In order to manage the didactic material and the productions generated in the intervention, two corpora were constructed: CIMA (Corpus de Imágenes para la Motivación de la Argumentación), which groups together the anthologised images; and CAME (Corpus Argumentativo Multimodal para el Español), which collects the discourse texts. Following the criteria of the PCIC, an analysis model for each production and an evaluation rubric for the discourse texts were developed. The results indicate that the performance of texts based on pure images without contextualisation and on images with contextualised text is the lowest, since in the former some students show difficulties in identifying the controversial issue; and in the latter, the excess of information generates confusion. Instead, the essays based on pure contextualised images, images with text without contextualisation and images generated with AI show better performance, as it is observed that in the pure contextualised images there is a balance between interpretative freedom and incident orientation in the ideation of plausible hypotheses. With respect to the images with non-contextualised text, there is no over-information and a more active role can be taken in the construction of meaning. As for AI-generated images, they are particularly attractive and motivating, as the informers showed a tendency to reflect more on the construction process and to develop counter-arguments, a critical strategy absent in the other modes of writing. In conclusion, the results of this research support the epistemic validity of the research hypothesis about the viability of the didactics of multimodal argumentation supported by images to promote the competent learning of Spanish. It is also suggested that the combination of linguistic reflection, critical thinking and responsible use of technology offers students a motivating learning experience as long as it is contextualised in their everyday reality and is beneficial for their professional future.
This Doctoral Thesis in co-tutelage between the Universidad de Murcia (Spain) and the Università degli Studi di Salerno (Italy) investigates the development of multimodal argumentation through the use of digital images in the teaching of Spanish as a foreign language (ELE) in order to contribute to counteract the problem of the current insufficiency of pedagogical strategies in this respect. Its theoretical basis is based on the one hand on linguistic, logical and educational studies on informal argumentation consistent with the semiotics of discursive multimodality and on the institutional convergence of the Common European Framework of Reference for Languages (CEFR) and the Plan Curricular del Instituto Cervantes (PCIC) to establish strategies and, on the other hand, on the levels of communicative competence in the teaching-learning process. From a qualitative approach of educational action research and methodological mixture between microethnography, task-based learning and corpus linguistics, the aim is to verify the feasibility of a didactic model oriented towards multimodal argumentation through the educational recursion of digital images. The participants in the educational research are a group of 44 Italian ELE students from the Università degli Studi di Salerno with a B2 level of linguistic competence in Spanish. Their task-based design integrates activities with three types of multimodal textuality: first, pure images; second, images with text; third, images generated by AI from texts written by the students. The tasks based on pure images and those based on images with text are subjected to two execution conditions: on the one hand, contextualised images, where students are offered instructions to guide their topic; on the other hand, non-contextualised images with no written support other than that available in the image itself; each student is thus impelled to autonomously activate his or her inferential capacity to formulate a hypothesis about the semantic problem communicated by the image. In order to manage the didactic material and the productions generated in the intervention, two corpora were constructed: CIMA (Corpus de Imágenes para la Motivación de la Argumentación), which groups together the anthologised images; and CAME (Corpus Argumentativo Multimodal para el Español), which collects the discourse texts. Following the criteria of the PCIC, an analysis model for each production and an evaluation rubric for the discourse texts were developed. The results indicate that the performance of texts based on pure images without contextualisation and on images with contextualised text is the lowest, since in the former some students show difficulties in identifying the controversial issue; and in the latter, the excess of information generates confusion. Instead, the essays based on pure contextualised images, images with text without contextualisation and images generated with AI show better performance, as it is observed that in the pure contextualised images there is a balance between interpretative freedom and incident orientation in the ideation of plausible hypotheses. With respect to the images with non-contextualised text, there is no over-information and a more active role can be taken in the construction of meaning. As for AI-generated images, they are particularly attractive and motivating, as the informers showed a tendency to reflect more on the construction process and to develop counter-arguments, a critical strategy absent in the other modes of writing. In conclusion, the results of this research support the epistemic validity of the research hypothesis about the viability of the didactics of multimodal argumentation supported by images to promote the competent learning of Spanish. It is also suggested that the combination of linguistic reflection, critical thinking and responsible use of technology offers students a motivating learning experience as long as it is contextualised in their everyday reality and is beneficial for their professional future.
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