12 Music videos for fostering awareness of democratic culture in foreign language learning
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María-Carmen Sánchez-Vizcaíno
Abstract
Music and images share the power to bring our emotions to the surface and transport us to dreamlike places no matter where or when. At the same time, the media articulate messages and colonise our unconscious, so the need arises to reflect on what we listen to and see. Moreover, communication nowadays essentially takes place over a number of channels, hence multimodality is a growing field of study, including the context of second languages. This contribution seeks to examine the potential of the music video for fostering awareness of democratic competences in the foreign language classroom. To this end, a corpus comprising the forty-seven most frequently played music videos in Spanish disseminated via large digital platforms was analysed, using the qualitative analysis software ATLAS.ti. To investigate the content, the principles of multimodality and the Reference Framework of Competences for a Democratic Culture (Council of Europe, 2016) were considered. The results show that present-day music videos disseminated via large digital platforms tend to heterogeneously display the content on democratic competences. At the same time, the music video could be an instrument for reflection on the audio-visual content consumed and, hence, for fostering students’ media literacy. Finally, ATLAS.ti could be an appropriate tool for multimodal analysis in second languages.
Abstract
Music and images share the power to bring our emotions to the surface and transport us to dreamlike places no matter where or when. At the same time, the media articulate messages and colonise our unconscious, so the need arises to reflect on what we listen to and see. Moreover, communication nowadays essentially takes place over a number of channels, hence multimodality is a growing field of study, including the context of second languages. This contribution seeks to examine the potential of the music video for fostering awareness of democratic competences in the foreign language classroom. To this end, a corpus comprising the forty-seven most frequently played music videos in Spanish disseminated via large digital platforms was analysed, using the qualitative analysis software ATLAS.ti. To investigate the content, the principles of multimodality and the Reference Framework of Competences for a Democratic Culture (Council of Europe, 2016) were considered. The results show that present-day music videos disseminated via large digital platforms tend to heterogeneously display the content on democratic competences. At the same time, the music video could be an instrument for reflection on the audio-visual content consumed and, hence, for fostering students’ media literacy. Finally, ATLAS.ti could be an appropriate tool for multimodal analysis in second languages.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- List of figures IX
- List of tables XV
- Introduction: Affective language and prosody as a key 1
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Section A: Approaches to learning and teaching prosody
- 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? 11
- 2 The effect of emotions on melodic patterns. A focus on Spanish learning 41
- 3 Affect and emotional prosody in the foreign language classroom 61
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Section B: Affectivity and prosody
- 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers 79
- 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers 105
- 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers 131
- 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish 157
- 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation 175
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Section C: Emotional status of L2 learners
- 9 Foreign language speaking anxiety and automatic speech recognition-based practice 213
- 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning 229
- 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish 251
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Section D: Cross-cultural affective conditioning factors in L2 learning
- 12 Music videos for fostering awareness of democratic culture in foreign language learning 275
- 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar’s higher education settings 295
- 14 Chinese EFL learners’ cognition of colour and colour-related emotional expressions in the case of red and blue 317
- Conclusions 341
- Index 347
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- List of figures IX
- List of tables XV
- Introduction: Affective language and prosody as a key 1
-
Section A: Approaches to learning and teaching prosody
- 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? 11
- 2 The effect of emotions on melodic patterns. A focus on Spanish learning 41
- 3 Affect and emotional prosody in the foreign language classroom 61
-
Section B: Affectivity and prosody
- 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers 79
- 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers 105
- 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers 131
- 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish 157
- 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation 175
-
Section C: Emotional status of L2 learners
- 9 Foreign language speaking anxiety and automatic speech recognition-based practice 213
- 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning 229
- 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish 251
-
Section D: Cross-cultural affective conditioning factors in L2 learning
- 12 Music videos for fostering awareness of democratic culture in foreign language learning 275
- 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar’s higher education settings 295
- 14 Chinese EFL learners’ cognition of colour and colour-related emotional expressions in the case of red and blue 317
- Conclusions 341
- Index 347
