A Multimodal Discourse Analysis of a Yoruba Song-Drama

Autor/in	Olateju, Moji. A.
Titel	A Multimodal Discourse Analysis of a Yoruba Song-Drama
Quelle	In: Journal of Education and Training Studies, 3 (2015) 5, S.78-88 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Singing; Discourse Analysis; African Languages; Drama; Teaching Methods; Persistence; Cooperation; Poverty; Story Telling; Vocabulary Development; Video Technology; English (Second Language); Second Language Learning; Second Language Instruction; Critical Thinking; Learning Activities; Communication (Thought Transfer); Interpersonal Relationship; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Gesang; Diskursanalyse; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Ausdauer; Co-operation; Kooperation; Armut; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Denken; Lernaktivität; Communication; thought; Kommunikation; Gedanke; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland
Abstract	This paper presents a multimodal discourse analysis of a story that has been turned into a Yoruba song-drama, highlighting the ideational, interpersonal and textual aspects of the song-drama. The data is a short song-drama meant to teach children importunity, determination and hard work through persistence. The multimodal and narrative conventions used for analysis according to Kress and van Leeuwen (2001), show the need for cooperation and determination in a world that is characterized by individualism. The study reveals that, at the ideational level, information, anticipation, request and insistence are prominent features. At the interpersonal level, the study reveals that the song-drama is a metaphor for the possibility of a better life for the poor and needy in a society full of oppression and selfishness, while the textual level reveals the distribution of information in the different modes- song, drama, and paralinguistic expressions. The study concludes that pedagogically, storytelling, re-telling, writing and rewriting have the capacity to improve pupils' vocabulary development. ESL teachers could creatively use video watching (which has replaced story telling), storytelling and retelling to launch the present day ESL learners into 21st century critical thinking and learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01