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Full Description
This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics.
Part I presents methods of analysing multimodal communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains somepractical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students' and teachers' personalities.
The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners' interest in these fields.
Contents
Chapter 1. Communication challenges in modern social practices (Tatiana Dubrovskaya, Natalya V. Sukhova and Yulia A. Lobina).- Part I: Studies in multimodality.- Chapter 2. Patterns of discourse organization in multimodal discourse of crowdfunding project presentations (Grzegorz Kowalski).- Chapter 3. Regulating social behaviour by multimodal public signs: Semiotic pragmatics of prohibition (Evgeniy Kozhemyakin and Tatiana Dubrovskaya).- Chapter 4. Methodological problems in analysing non-verbal arguments: The case of visual argumentation (Igor Ž. Žagar).- Part II: Language teaching methodology for digital environments.- Chapter 5. Video games in the development of cognitive skills relevant for language learning: A systematic review (Lilia V. Bondareva and Tatiana V. Potemkina).- Chapter 6. Language acquisition in virtual worlds versus traditional classroom environments: A comparative overview between the United States and Russia (Jasmin B. Cowin and Sana S. Saulembekova).- Chapter 7 Corpus technologies in teaching English to speakers of other languages (Natalya N. Koshkarova).- Chapter 8. Improving lexicography teaching: A practical approach (Raluca Sinu).- Part III: Cognitive approaches to language and pedagogical design.- Chapter 9. Writing, imitation and the brain: insights from neuroscience research (Irene Clark).- Chapter 10. Modelling spoken genres for foreign language learners (Yulia A. Lobina).- Chapter 11. Methods of psycholinguistic research as possible cognitive approaches to linguistic data processing (Irina V. Privalova).- Chapter 12. Teacher personality as a factor of pedagogical design (Ekaterina N. Shchaveleva, Andrei N. Kuznetsov and Yulia V. Pushkina).- Chapter 13. Phonetics as an art: Real or surreal assessment criteria? (Natalya V. Sukhova).
