Textos multimodais na aula de língua estrangeira

Abstract

The aim of this paperis to analyse video as an instrument of motivation in the foreign language class, considering that motivation is very important in language learning. The hypothesis is that video enhances students’ motivation in the classroom. The research is qualitative and the theoretical framework is based on John Keller’s ARCS model, on Kress e van Leeuwen’s Visual Grammar and on the concepts of multiliteracy of The New London Group. In order to collect the data, the following methodology was used: in the first moment, the students watched a video from YouTube; and in the second moment, they produced their own video and posted it on YouTube. The data analysis showed that the use of video enhances students’ motivation in foreign language learning.

Keywords

• video
• motivation
• foreign language
• multiliteracy