Metaverbal Dimensions of Videotutorials for Language Teaching: Corpus Analysis and Itinerary Design

Authors

  • Aina Monferrer-Palmer Universitat de València, Departament de Didàctica de la Llengua i de la Literatura https://orcid.org/0000-0001-9771-8200
  • Joaquim Dolz Mestre Université Genève

DOI:

https://doi.org/10.7203/realia.34.28748

Abstract

This article explores the Language Teaching Videotutorial (LTV), an emerging tool in language didactics, analyzing its characteristics, potentialities, and limitations. The research is based on the analysis of the use of LTV, which has significantly increased since the pandemic. By examining a corpus of 24 LTV channels, and a total of 72 LTV s in Catalan, English, French, and Portuguese; it details the regularities of this hypergenre of multimodal text and proposes a didactic modeling. It is considered that VELs can aid in the development of metaverbal thinking and autonomous learning within the framework of working with interaction and multimodality in teaching practice. The work concludes with the proposal of didactic itineraries that integrate videotutorials into broader and more effective learning processes, based on the LTV project Apunts de Llengua from the Valencian public television À Punt.

Downloads

Download data is not yet available.

References

Buckinham, David. (2019). Teaching media in a ‘post-truth’ age: fake news, media bias and the challenge for media/digital literacy education, Culture and Education, 31: 213-231.

Charaudeau, Patrick. (1997). Le discours d’information médiatique. La construction du miroir social. Nathan.

Consell d’Europa. (2001). Marc Europeu Comú de Referencia (MCER). Cervantes https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf

Consell d’Europa. (2018). Companion Volume with new Descriptors https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

De Pietro, Jean-François i Schneuwly, Bernard (2003). Le modèle didactique du genre: un concept de l’ingénierie didactique. Recherches en didactiques, 3, 27-52. https://archive-ouverte.unige.ch/unige:32539

Dolz, Joaquim. (2000). Las actividades metaverbales en la enseñanza de los géneros escritos y orales. En Camps, A. i Milian, M. El Papel de la Actividad Metalingüística en el Aprendizaje de la Escritura. Rosario: Homo Sapiens.

Dolz, Joaquim. (2022). L’obstacle dans l’enseignement des langues : conceptualisation et opérationnalisation didactique. En: Les obstacles dans l’enseignement des langues et dans la formation des enseignants. Ginebra: LL. p. 300-310.

Dolz, Joaquim i Gagnon, Roxanne. (2021). “Vulgarisation scientifique ou transposition didactique ? Une réponse par l’analyse de pratiques de formation”, Repères, 63: 105-122. https://journals.openedition.org/reperes/4183?lang=fr#tocto2n3

Ferrer, Montserrat, Escrivà, Rosa i Lluch, Gemma. (1994). Per a convéncer. Generalitat Valenciana, Tabarca i Tàndem.

Ferrer, Montserrat i Lluch, Gemma. (1994). Per a narrar. Tabarca i Tàndem.

Ferrer, Montserrat, Escrivà, Rosa i Lluch, Gemma. (1994). Per a argumentar. Tabarca i Tàndem.

Miranda, Florencia. (2010). Textos e gêneros em dialogo. Uma abordagem linguística da intertextualisazão. Fundação Calouste Gulbenkian.

Mogos, Andreea; Trofin, Constantin. (2015). YouTube Video Genres. Amateur How-To Videos versus Professional Tutorials, En. Acta universitatis danubius, 9: 38-48.

Monferrer-Palmer, Aina. (2022). Docentes hiperdiscursivos. Octaedro.

Oliveira, Lidineia; Dias, Anair. (2021). Do gênero conto ao gênero podcast: uma proposta de retextualização. Revista Educação em Foco, 3 (26): 1-13.

Paivio, Allan. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.

Rojo, Roxanne. (2012). Pedagogia dos multiletramentos: diversidade cultural e de linguagens na escola. En R. Rojo i E. Moura (Eds.), Multiletramentos na Escola Parábola, pp. 11-32.

Román, María Pilar (2018). El vídeo tutorial como género discursivo en la proyección y desarrollo de la competencia oral en Secundaria. Didacticae, 8, 193-208.

Simard, Claude., Dufays, Jean-Louis, Dolz, Joaquim, i Garcia-Debanc, Claudine. (2019). Didactique du français langue première (2a ed.). De Boeck Superieur.

Sumiya, Aline (2017). O gênero multimodal tutorial em vídeo e suas contribuições no ensino-aprendizagem de francês como língua estrangeira por adolescentes, USP, Trabalho de Mestrado. https://www.teses.usp.br/teses/disponiveis/8/8146/tde-03042017-123457/pt-br.php

Tarquini, Gianna; McDorman, Richard. (2019). Video tutorials: an expanding audiovisual genre,  Language On, 32: 146-170. https://jostrans.org/issue32/art_tarquini.pdf

Vygotski, Lev. (2019). Pensée et langage. La Dispute.

Zayas, Felipe; Camps, Anna (Eds.) (2006). Secuencias didácticas para aprender gramática. Barcelona: Graó.

Downloads

Published

2025-01-28

How to Cite

Monferrer-Palmer, A., & Dolz Mestre, J. (2025). Metaverbal Dimensions of Videotutorials for Language Teaching: Corpus Analysis and Itinerary Design. Research in Education and Learning Innovation Archives, (34), 30–48. https://doi.org/10.7203/realia.34.28748
Metrics
Views/Downloads
  • Abstract
    32
  • PDF (Català)
    93
  • HTML (Català)
    2
  • EPUB (Català)
    1

Issue

No. 34 (2025)

Section

THEMATIC ISSUES

License

Copyright (c) 2025 Aina Monferrer-Palmer, Joaquim Dolz Mestre

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics