View Content #28359

by Carla Consolini, UO Graduate Student

This activity was created for learners of all proficiency levels, though discussion may need to be supplemented by reflection in the L1 for learners at lower proficiency levels. The activity focuses on recognizing the meaning of an utterance in relation to the contextual information surrounding it and identifying how meaning is construed with information beyond the words used.

Learning Outcomes:
Learners will be able to:

• Identify how context impacts the meaning of utterances
• Create one example of an utterance in which meaning changes across contexts

Mode(s): Interpretive, Presentational

Materials: Multimodal communication video, a video example of an utterance, a sarcastic meme with the same utterance (see example), and a written conversation with the same utterance (see example)

Procedure: 

1. Introduce learners to the idea of multimodalities using the multimodal communication video.
2. In pairs or groups of three, learners will consider examples of the meaning of a particular utterance. These examples are provided for “I’m fine” in English. 
   
   Ross is fine video (starting around 2:00 minutes) 
   A sarcastic meme with “I’m fine” (see example)  
   A written conversation between friends (see example)
    
3. As a class, brainstorm the clues that let learners know each of the different meanings of the target utterance (e.g., "I'm fine."). What visual, aural, or spatial clues inform everyone’s understanding?
4. In pairs or groups of three, ask learners to think of a different utterance and how they can craft a context to change the meaning of the utterance. They should draft or record examples in the two contexts: create a meme, record a conversation, transcribe an asynchronous chat, etc.
5. Post the examples on the wall in a physical classroom or in a shared online space like Google Jamboard or Google Drawings in virtual classes.
6. Learners will engage in a gallery walk and place stars (anonymously) on their three favorite examples.
7. As a class, debrief the favorite examples. Unpack the clues that existed, beyond the actual words, to help convey differentiated meaning.

Notes:

In face-to-face classrooms, you may have to use a computer or tablet to share recorded examples. Learners can document if the recordings are their favorites by placing their stars on a piece of paper placed with the computer or tablet.