Pedagogy for modelling problem solving in engineering dynamics: a social semiotic analysis of a lecturer’s multimodal language use

2019 ◽  
Vol 45 (4) ◽  
pp. 631-652
Author(s):  
Kate le Roux ◽  
Bruce Kloot
Pragmatics ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 173-206 ◽  
Author(s):  
Jana Bressem ◽  
Nicole Stein ◽  
Claudia Wegener

Abstract Departing from a short overview on pragmatic gestures specialized for the expression of refusal and negation, the article presents first results of a study on those gestures in Savosavo, a Papuan language spoken in the Solomon Islands in the Southwest Pacific. The paper focuses on two partly conventionalized gestures (sweeping and holding away) and shows that speakers of Savosavo use the gestures in a very similar way as speakers of German, English or French, for example. The article shows how a linguistic and semiotic analysis might serve to uncover proto-morpho-semantic structures in a manual mode of communication and contributes to a better understanding of the conventional nature and cross-linguistic distribution of gestures. Moreover, by examining partly conventionalized gestures in a small, little known and endangered language, it presents a particular approach to the analysis of multimodality in the field of language documentation.


1997 ◽  
Vol 25 (1) ◽  
pp. 1-12
Author(s):  
H. W. Gretton ◽  
J. T. Callender ◽  
N. V. Challis

In this paper it is argued that modern developments in technology, such as the spreadsheet, open out possibilities for different approaches to topics in engineering mathematics, for example field theory. The aim here is not to reduce mathematics for engineers to the level of pressing buttons, but it is to encourage a deeper understanding. The visualization capabilities of computer technology, and its strength in performing repetitive tasks, can allow and indeed encourage a review both of what mathematical skills and understanding are required of engineers now and also of the best approach to nurturing that understanding. For example in an approach to two- dimensional heat conduction, the initial emphasis may be shifted away from heavy manipulation and towards modelling, problem solving and building a conceptual framework. This allows students to develop an intuitive feel for typical problems before becoming entangled in some of the more complex analytical and mathematically sophisticated issues. The current example is only one of many where modern developments in technology may lead to a review of educational as well as engineering practice.


2017 ◽  
Vol 3 (s1) ◽  
Author(s):  
Elisabeth Zima ◽  
Alexander Bergs

AbstractThe meaning-making process in face-to-face interaction relies on the integration of meaningful information being conveyed by speech as well as the tone of voice, facial expressions, hand and head gestures, body postures and movements (McNeill 1992; Kendon 2004). Hence, it is inherently multimodal. Usage-based linguistics attributes language use a fundamental role in linguistic theorizing by positing that the language system is grounded in and abstracted from (multimodal) language use. However, despite this inherent epistemological link, usage-based linguists have hitherto conceptualized language as a system of interconnected verbal, i. e. monomodal units, leaving nonverbal usage aspects and the question of their potential entrenchment as part of language largely out of the picture.This is – at least at first sight – surprising because the usage-based model of Construction Grammar (C × G) seems particularly well-equipped to unite the natural interest of linguists in the units that define language systems with the multimodality of language use. Constructions are conceptualized as holistic “conventionalized clusters of features (syntactic, prosodic, pragmatic, semantic, textual, etc.) that recur as further indivisible associations between form and meaning” (Fried 2015: 974). Given its conceptual openess to all levels of usage features, several studies have recently argued for the need to open up the current focus of C × G towards kinesic recurrences (Günthner & Imo 2006; Deppermann 2011; Deppermann & Proske 2015; Andrén 2010; Schoonjans 2014; Schoonjans et al. 2015; Steen & Turner 2013; Zima 2014a; Zima 2014b, in press; Cienki 2012; Cienki 2015; Mittelberg 2014; Müller & Bressem 2014; Bergs 2015; Valenzuela 2015). Departing from the usage-based foundation of C × G which takes “grammar to be the cognitive organization of one’s experience with language” (Bybee 2006: 219), these studies suggest that the basic units of language, i. e. constructions, may be multimodal in nature.This paper presents some of the current issues for a Multimodal Construction Grammar. The aim is to frame the debate and to briefly summarize some of the discussion’s key issues. The individual papers in the special issue elaborate in more detail on particular points of discussion and/or present empirical case studies.


2015 ◽  
Vol 49 (1) ◽  
pp. 188-199 ◽  
Author(s):  
Kim McDonough ◽  
William J. Crawford ◽  
Alison Mackey

2021 ◽  
Vol 12 (3) ◽  
pp. 82-96
Author(s):  
Anzhelika Solodka ◽  
Oksana Filatova ◽  
Oksana Hinkevych ◽  
Oleksandr Spanatiy

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.


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