English second language learner's interpretation and appreciation of literacy texts : a South African case study of multiliteracy/multimodality

Abstract

This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays.