Communication Trends in the Post-Literacy Era
The monograph presents the research results of the discussion held at the Fifth International Research Conference “Communication trends in the post-literacy era: polylingualism, multimodality and multiculturalism as prerequisites for new creativity” (Ekaterinburg, UrFU, November......26–28,......2020). The book is a result of joint efforts by the research group “Multilingualism and Interculturalism in the Post-Literacy Era”.The research results are presented in the form of sections that consistently reveal the features of modern media culture; its contradictory manifestations associated with both positive and negative consequences of mass media use; the positive role of new media in education during the COVID‑19 pandemic; creative potential of contemporary art and mediation, contemporary art and media environment.The collective monograph will be of interest to researchers in media culture, media education, media art and tools of social networks and new media in modern education, primarily in teaching foreign languages and Russian as a foreign language, in the professional education of journalists and specialists in the field of media communications.
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Содержание книги "Communication Trends in the Post-Literacy Era : polylingualism, Multimodality and Multiculturalism As Preconditions for New Creativity"
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473. How often do you use tasks to develop creative skills and creativity in for-eign language classes? (in almost every class, sometimes, rarely, almost never).4. At what stage of handling the material do you use tasks to develop creative skills? (at the stage of presentation of new material, at the stage of working out and solidifying new knowledge, at the production stage).5. In your opinion, what are the students’ responses to creative assign-ments? (positive, rather positive, rather negative, other).6. What level of proficiency in a foreign language, in your opinion, should students have in order for them to complete creative tasks? (any, A1, A2, B2 and higher).7. In your opinion, are there enough terms of creative engagement in the learning and teaching support kit used by you? (not enough, enough, there are too many such tasks).8. Do you have any difficulties in arranging and conducting creative as-signments? (you can choose more than 1 option) (I don’t have any, preparation takes too much time, it takes too much classroom time, it is difficult to organise students, I have difficulties in assessing this kind of assignment, other).9. What types of creative tasks do you use in foreign language classes? (‘brainstorming’, ‘mind maps’, crosswords, puzzles, logic puzzles etc., creative writing, dramatisation, project assignments etc.).10. Do creative tasks contribute to more successfully mastering a foreign language? (no doubt, they do; not always; they contribute to the development of communication skills, creativity but not directly to mastering a foreign language).Further, the survey results were processed. In discussing the results, the authors also took into account their own experience in working with creative assignments in English classes with university students in Tyumen.4. Research findings4.1. Creativity as a multifaceted conceptResearchers agree that creativity is a complex phenomenon that does not have one generally accepted definition. It implies ...
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