engleski

My Pad as a reflection of multimodal action in elementary school children’s foreign language learning

A My pad as a teaching aid can be a bridge or a border in children's learning of expression and communication, depending on how and why it is used. Onto genetic and phylogenetic aspects are among the most important in a child's development, i. e. teaching children to talk. Multimodality refers to communication and integration using various channels. The term "multimodal" refers to expressing a reflective attitude using combinations of words and symbols, pictures, sounds, and all different aspects of a child's communication development. It is why this paper aims to examine how children use My Pads in special circumstances and tasks while concluding their use of linguistic forms and media competencies ; the paper aims to answer whether the My Pad contributes to the development of linguistic and digital competencies in kids, as well as how such multimodal content is designed in the My Pad. The research the instrument is a questionnaire, while the multimodal content will comprise four modio systems: pictures, sounds, video, and text. The research was based on the principle of modality: Students learn better from content presented by animation and narration than from animations and text on the screen. It is this research that has highlighted the need to implicate My Pad, most notably Tell me More software that can contribute to the development of linguistic and digital competencies in students when learning a foreign language. For this reason, the research was based on multimodality related to communication and interpretation through different channels. The research used an entry-level level that entails complexities of competence corresponding to knowledge at the level of memory, memory, and understanding, which in terms of digital competencies mainly corresponds to the recognition, identification, and ease of use of digital technology tools are Tellme More's the highest contributor to the three levels of linguistic competence over Stories by Gus on the Go and Mondly KIDS. Especially in the variable of writing sentence characters, concretely in German Umlaut ö, ä, ü, ß. The paper points to the fact that Tell me More multimodal software has contributed most to the development of digital competences in students and thus has facilitated the use of certain tools in learning German. The following analysis is related to the students' connection in the linguistic competence component with respect to gender, grade, German language prerequisites and My Pad's prior knowledge of the digital competence level. A statistically significant difference was found for the same variables in relation to the gender of the students. The study found that a female student, using Tell me More software in My Pad, adopted higher levels of linguistic and digital competence than boys. The paper indicates that there is a statistically significant influence among students with regard to the level of linguistic competence acquired regarding the correct pronunciation of certain German phonemes ([pʰ], [tʰ], [kʰ], [ç] and [x] with respect to a properly didactically designed multimodal mode system. The results point to the necessity of multimodality as an antithesis to the development of linguistic and digital competences of primary school children in learning a foreign German language, and this work can be exemplified as a model in learning foreign languages and to bring to the fore those who create educational materials through multimedia, and especially those who use multimedia elements to be properly didactic- methodical and formatted.

multimodality ; language and digital competence ; educational software ; My Pad ; language learning

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