Towards a stratified metafunctional model of animation

Semiotica ◽  
2021 ◽  
Vol 2021 (239) ◽  
pp. 1-35
Author(s):  
Yufei He
Keyword(s):  
Science Education ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Current Trend ◽  
Educational Context ◽  
Social Semiotics ◽  
Future Studies ◽  
Perspective Model ◽  
Meaning System ◽  
Textual Meaning

Abstract Animation is widely acknowledged for dynamically visualizing information and has been increasingly used in educational context. However, the growing presence of educational animation has not been accompanied by well-informed studies that focus on the semiotic features of animation. An emerging perspective influenced by Social Semiotics and Systemic Functional Linguistics greatly complements the current trend of animation studies in the field of science education. Studies taking that perspective model animation as stratified systems (consisting of an expression plane and a content plane) of meaning-making options. Building on their work, this paper further develops the systems of animation on the two planes. Besides the concept of stratification, this paper also introduces a metafunctional perspective for the modeling of animation, focusing on building the ideational meaning system and textual meaning system for animation on the content plane based on an examination of online science animations. It is found that educational animation is not homogenous: animation can construe different human experience and can be used to fulfill different functions. The paper closes with a discussion of the advantages of adopting a stratified metafunctional model in studying animation and the implications for future studies in the field of multimodal semiotics and science education.

scholarly journals Printed t-shirts in the linguistic landscape

2017 ◽  
Vol 3 (2) ◽  
pp. 122-148 ◽  
Author(s):  
David Caldwell
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Linguistic Landscape ◽  
Social Semiotics ◽  
Functional Linguistics ◽  
Current Trends ◽  
Unique Mode ◽  
Landscape Research ◽  
A Site

Abstract While the printed t-shirt remains a prominent form of communication in our contemporary linguistic landscape, little research to date has examined the semiotics of this unique mode of communication. In response to the interdisciplinary ‘invitation’ from Shohamy and Ben-Rafael (2015), this paper draws on principles and methods from social semiotics (van Leeuwen, 2005) and Systemic Functional Linguistics (Halliday, 1989) to explore the meaning-making potential of English words on printed t-shirts. The paper begins by applying Halliday’s concept of mode to the printed t-shirt and then presents a linguistically motivated taxonomy of words on printed t-shirts. In addition to foregrounding the printed t-shirt as a site for future exploration, this paper aims to present a close textual discourse analysis – an examination of the ‘perceived space’ (Malinowski, 2015) – to complement, inform and engage with current trends and methods in linguistic landscape research and pedagogy.

scholarly journals Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

2017 ◽  
Vol 10 (11) ◽  
pp. 47 ◽  
Author(s):  
Akiko Nagao
Keyword(s):  
Undergraduate Students ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
Theory Approach ◽  
Essay Writing ◽  
Functional Linguistics ◽  
Genre Awareness ◽  
Efl Students ◽  
Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

scholarly journals Multimodal metaphors: from language as a condition to text to the notion of texture as a meaning-making semiotic resource

2020 ◽  
Vol 28 (2) ◽  
pp. 893
Author(s):  
Clarice Gualberto ◽  
Záira Santos ◽  
Ana Clara Meira
Keyword(s):  
Social Media ◽  
Meaning Making ◽  
Social Semiotics ◽  
Concepts And Categories ◽  
Ways Of Thinking ◽  
Do So

Abstract: In this paper, we attempt to provide some ways of thinking about text, relating it to the concept of metaphors, multimodality and texture. Our aim is to develop new insights in meaning making and communication more generally, by bringing examples of memes; a relatively new genre, often seen on social media posts. To do so, we discuss the notion of text (HALLIDAY; HASAN, 2002; BEAUGRANDE, 1997; KRESS, 2010) and then, we discuss texture as a semiotic resource for the production of texts and its metaphors (DJONOV; VAN LEEUWEN, 2011). To exemplify some concepts and categories, we explore memes, seeking to understand their constitution as well as their qualities and potential meanings of visual textures deployed in the text to make meaning material through multimodal metaphors.Keywords: text; texture; social semiotics; multimodal metaphors.Resumo: Neste artigo, pretendemos propor algumas maneiras para se pensar a noção de texto, relacionando-a aos conceitos de metáfora, multimodalidade e textura. Nosso objetivo é desenvolver novos insights a respeito da produção de sentido e da comunicação de forma geral. Como exemplo, trazemos  memes com o bordão “É verdade esse bilete”. Como esse gênero é relativamente novo e frequentemente visto em posts nas redes sociais, discutimos a noção de texto (HALLIDAY; HASAN, 2002; BEAUGRANDE, 1997; KRESS, 2010) e de textura como um recurso semiótico para a produção de textos e suas metáforas (DJONOV; VAN LEEUWEN, 2011). Para exemplificar algumas noções e categorias, exploramos os memes, buscando compreender como eles se constituem, assim como suas qualidades e seus possíveis sentidos de texturas visuais utilizadas para produção de metáforas multimodais.Palavras-chave: texto; textura; semiótica social; metáforas multimodais.

Player Agency, Team Responsibility, and Self-Initiated Change

2021 ◽  
pp. 103-126
Author(s):  
Fredrik Rusk ◽  
Matilda Ståhl ◽  
Kenneth Silseth
Keyword(s):  
Educational Research ◽  
Meaning Making ◽  
The Other ◽  
Educational Context ◽  
Learning Trajectories ◽  
Dialogic Approach ◽  
Inherent Part ◽  
Over Time

An important aspect of what constitutes beginning gamers' learning trajectories is guidance from experienced players. However, there is little educational research on these processes within a competitive gaming scene. In this chapter, the authors analyse the mentor-apprentice relationship in a team in the multiplayer FPS CS:GO within an esports and educational context. By assuming a dialogic approach to agency and meaning making, they analyse how the team orients towards the apprentice's agency and how the apprentice responds to these orientations. The other players' orientations towards the apprentice's decisions indicate that support diminishes, and responsibility and expectations grow over time. Communication and collaboration appear to be an inherent part of functioning as a team and teaching others in the team, and all players are expected to develop agency and reach a level of independence. In the chapter, they show and discuss how this happens.

Once more with feeling

2019 ◽  
Vol 1 (2) ◽  
pp. 234-259 ◽  
Author(s):  
James R. Martin
Keyword(s):  
Systemic Functional Linguistics ◽  
Functional Linguistics ◽  
Two Systems ◽  
Exchange Structure ◽  
Paper Work ◽  
Textual Meaning

Abstract If we follow one line of development in systemic functional linguistics (SFL), from Halliday & Hasan (1976) through Martin (1992) to Martin & White (2005), we arrive at a model of discourse semantics with six major systems: ideation and connexion (ideational meaning), identification and periodicity (textual meaning) and negotiation and appraisal (interpersonal meaning). The complementarity of the latter two systems, negotiation and appraisal is the focus on this paper. Work on negotiation was inspired by Berry’s (e.g. 1981a, 1981b) development of Sinclair & Coulthard (1975) analysis of exchange structure. Later work on appraisal was inspired by Plum’s (1988) critique of Labov’s work on narrative (e.g. Labov & Waletzky 1967, Labov 1984). The interaction of the negotiation and appraisal systems is first explored in Martin (2000a) in relation to work on casual conversation by Eggins & Slade (1997). This interaction is further developed here.

scholarly journals An SF-MDA of the Textual and the Logical Cohesive Devices in a Postgraduate Accounting Course

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094712
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Business Students ◽  
Financial Statements ◽  
Making Meaning ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices

The use of cohesive devices in academic discourse not only improves the quality of writing but also enhances our learning experiences. This study aims to explain how the multimodal accounting discourse is constructed by postgraduate business students through the cohesive ties. Halliday and Hasan’s and Halliday’s cohesion analysis schemes were employed in the systemic functional multimodal discourse analysis (SF-MDA) of the cohesive devices in the multimodal accounting texts. The schemes are based on systemic functional linguistics (SFL) which suits the context of this study as it considers language as a social semiotic resource for making meaning. Its linguistic tools are capable of explaining the way we construct and make meanings. The SF-MDA findings showed the first and most frequently occurring cohesive device type in the orthographic texts was lexical cohesion, in particular repetition of the same lexical items, followed by reference and conjunctions. Lexical cohesive devices were higher in the tables than in the orthographic texts. Conjunctions were only employed in the orthographic texts to signal extension and enhancement relationships. One of the key features that characterize financial statements is the abundance of implicit hierarchically networked lexical ties that bind the separate lexical strings, thereby organizing the discourse of financial statements. The results contribute to our understanding of the complex multimodal meaning-making processes in accounting discourse.

scholarly journals Using systemic functional linguistics to explore digital technologies in educational contexts

2013 ◽  
Vol 33 (4-5) ◽  
Author(s):  
Caroline Coffin
Keyword(s):  
Meaning Making ◽  
Online Discussion ◽  
Systemic Functional Linguistics ◽  
Main Body ◽  
Discussion Forums ◽  
Functional Linguistics ◽  
Online Discussion Forums ◽  
Semiotic Resources ◽  
Fresh Perspective ◽  
Educational Argumentation

AbstractOver the last decade, technological innovation has led to new pedagogic sites, such as online discussion forums and virtual 3D worlds. In these sites students and teachers use language and other meaning-making resources to engage in educational argumentation. However, there have been few studies which have systematically explored the role of lexicogrammatical and other semiotic resources in the making of meaning in these contexts. This is because the main body of research underpinning claims around the affordances and limits of online argumentation is located within sociocognitive paradigms. By drawing on the tools of systemic functional linguistics and, where relevant, systemic functional-multimodal analysis, this article therefore offers a fresh perspective. I show how such tools can illuminate both the overarching textual shape and structure of online discussion forums and the ways in which meanings are made through language and other semiotic resources.

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