用語藝教創造力：多元識讀導向的大專英語教學

Building Creativity through Rhetoric: Multiliteracies Pedagogy in a College ESL/EFL Classroom

蘇文伶(Wen-Ling SU)

多元識讀 ； 多模態 ； 數位語藝 ； 創造力 ； 英語教學 ； multiliteracies ； multimodal ； digital rhetoric ； creativity ； TESOL

輔仁外語學報

16期（2020 / 07 / 31）

1 - 34

繁體中文

大專英文課程要如何創新教學，方能提高學習動機，培養新世代未來具有解決問題能力的跨文化溝通人才呢？多元識讀教學理論主張當務之急在於培養多模態素養，增進對多元文化社會的理解。本研究根據一門大專英文「批判性閱讀與修辭」課的教學實踐計畫，探討如何進行多元識讀教學，並聚焦創造力思考能力，設計創造力評量簡表檢視學習成效。本課程每一單元皆包含「體驗、概念化、分析和應用」四大要素，以閱讀反思筆記、小組討論和跨媒體實作深化學習，取代傳統以概念教導為主的教學法。在古典語藝之外，本課程注入大量數位語藝元素，而多模態語藝實踐則包括日常（視覺）文本分析，廣告比較、迷因圖製作、網紅分析與自我拼貼畫等書面或口語報告。學習成果顯示視覺和數位語藝實踐活動有助於提高學習動機與創造力，不過在身分認同議題上學生批判反思和擴散思維的變通力似乎仍有進步空間。

The college ESL/EFL classroom is in urgent need of a change in the globalized digital age. How do we implement innovative teaching practices relevant to students' needs today? How can we raise learning motivation while developing abilities in intercultural communication that will help to solve problems in the future? Multiliteracies pedagogy aims to achieve these goals by promoting multimodal literacies and multicultural understanding. This study explores ways to integrate and implement multiliteracies pedagogy in a college ESL/EFL course on Critical Reading and Rhetoric. A special emphasis was placed on creativity, for which an assessment chart comprising items on divergent and convergent/critical thinking was created to check learning outcomes. The course included three units, each containing the four knowledge processes of multiliteracies: experiencing, conceptualizing, analyzing/critiquing, and applying. In lieu of the sole emphasis on lectures in the past, reflective journals, group discussion, and transmediation projects were adopted to add depth to learning. Digital rhetoric was added in an attempt to update traditional rhetoric; innovative multimodal rhetoric-in-practice (RIP) projects included ＂Everyday (Visual) Text Analysis,＂ ad comparison, meme generation, Internet celebrity analysis, and self-collage. Learning outcomes showed that visual texts and digital RIP projects helped to enhance learning motivation and creative thinking. Nevertheless, students' reservations about self-identity issues revealed still-emerging abilities in critical reflection and cognitive flexibility.

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