Rethinking Sukumar Ray's Abol Tabol as a Multimodal Text

2021 ◽  
Vol 59 (1) ◽  
pp. 64-69
Author(s):  
Hirak Bhattacharya
Keyword(s):  
Multimodal Text

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

A Study on Reading Strategy in Multimodal Text Reading

2020 ◽  
Vol 168 ◽  
pp. 79-116
Author(s):  
Ji-Yun Pyun
Keyword(s):  
Reading Strategy ◽  
Multimodal Text ◽  
Text Reading

scholarly journals Primary teachers’ perspectives on teaching critical reading incorporating multimodal text

2021 ◽  
Vol 1842 (1) ◽  
pp. 012034
Author(s):  
Nur Amalia ◽  
Harun Joko Prayitno ◽  
Ratnasari Diah Utami ◽  
Dwi Yuniasih Saputri
Keyword(s):  
Primary Teachers ◽  
Critical Reading ◽  
Multimodal Text ◽  
Teachers Perspectives

Asynchronous multimodal text entry using speech and gesture keyboards

2011 ◽  
Author(s):  
Per Ola Kristensson ◽  
Keith Vertanen
Keyword(s):  
Text Entry ◽  
Multimodal Text

Interactions, intersections and improvisations: Studying the multimodal texts and classroom talk of six- to seven-year-olds

2009 ◽  
Vol 9 (2) ◽  
pp. 188-210 ◽  
Author(s):  
Kate Pahl
Keyword(s):  
Classroom Talk ◽  
Analytic Framework ◽  
Multimodal Texts ◽  
Multimodal Text ◽  
The Relationship ◽  
Ways Of Being

This article examines the relationship between children's talk in the classroom and their multimodal texts. The article uses an analytic framework derived from Bourdieu's concept of habitus to examine how 6—7-year-old children's regular ways of being and doing can be found in their multimodal texts together with their talk (Bourdieu, 1977, 1990). The concept of pedagogic habitus is used to make sense of the teacher's regular ways of being and doing within the classroom (Grenfell, 1996). Improvisations upon these ways of being and doing were considered with reference to data collected over two years. In this article, the term `multimodal text' refers to panorama boxes created from shoe boxes to represent an environment such as the ocean or a jungle. The article concludes that it is important to pay attention to the interrelationship between the talk and the boxes to make sense of children's multimodal texts. The concept of improvisations upon the habitus provides an important context for this understanding.

scholarly journals Revisioning History: A Deconstructionist Reading of a Learner’s Multimodal Text, Revenge

2016 ◽  
Vol 12 (8) ◽  
pp. 64
Author(s):  
Zillasafarina Ja'afar ◽  
Noraini Md. Yusof ◽  
Noraini Ibrahim
Keyword(s):  
Digital Communication ◽  
Meaning Making ◽  
Critical Reading ◽  
Text And Image ◽  
Theoretical Concepts ◽  
Political Issues ◽  
Historical Texts ◽  
Recent Interest ◽  
Multimodal Text ◽  
Verbal Data

<p>Recent interest in multimodality recognizes the integration of text and image in meaning-making as representing reality. It has also been argued that with the use of digital communication, the meanings of visual and verbal data can be easily manipulated rendering them unreliable. As such, a close and critical reading of the text is required to discover what is hidden, absent, or inconsistent with it. In a deconstruction of a multimodal digital composition of a poem that involves revisioning of history, this paper privileges the absences of cultural and historical texts to signify socio-political issues. An eclectic use of theoretical concepts on meaning-making, especially those proposed by Kress and van Leeuwen, Foucault and Baudrillard, constructs the discussion of the analysis. The digital poem entitled ‘Revenge’ is deconstructed to further discover such absence in the text. The findings reveal that language and images are used by the learner as a source of power to negotiate the boundaries of identity. It has also been discovered that the message in rhetoric and visuals complement each other to support the process of meaning-making.</p>

scholarly journals A Social Semiotic Approach to the Attitudinal Meanings in Multimodal Texts

2019 ◽  
Vol 9 (9) ◽  
pp. 1160
Author(s):  
Yong Hu ◽  
Qing Qiu
Keyword(s):  
Picture Books ◽  
Multimodal Texts ◽  
Visual Narratives ◽  
Visual Semiotics ◽  
Semiotic Approach ◽  
Semiotic Resources ◽  
Multimodal Text ◽  
The Creation

As a special type of multimodal text, picture books for children are highly valued in the creation of meaning by the integrative use of verbal and visual semiotic resources. Informed by Painter and Martin’s framework of visual narratives, this paper primarily deals with the interpersonal meanings encoded and expressed by the two semiotics (image and verbiage) within the Chinese picture books. It aims to analyse the visual and verbal choices available for writers to establish engagement between various participants. In the hope of investigating the collaboration and interplay of verbal and visual semiotics to construe interpersonal meanings, it examines the attitudinal meanings inscribed or invoked in picture books, exploring the ways in which visual and verbal resources are co-instantiated to encode attitudinal convergence and also divergence.

scholarly journals The Use of Digital Storytelling (DST) to Help Students in Learning Multimodal Writing

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 66
Author(s):  
Dewi Puspitasari
Keyword(s):  
Machine Translation ◽  
Learning Process ◽  
Digital Storytelling ◽  
Writing Process ◽  
Narrative Writing ◽  
Educational Context ◽  
Linguistic Resources ◽  
Explicit Teaching ◽  
Multimodal Text ◽  
Bahasa Indonesia

This article explores the use of DST and the explicit teaching in one of universities in Indonesia on how stu-dents use it to help the learning process. Using a digital story to teach English and Based on multimodal theory, the term of DST has been increasingly used by scholars to illustrate various forms of support of learn-ing to help students learn successfully in a classroom. Despite being widely used in educational context of many countries, DST has received scanty attention from teacher especially in ESP classes. This article specif-ically describes our experience of using DST as a learning aid with students of 18 to 19 years old. In this project they individually created collected the photographs based on their interest related to the specified theme as multimodal text. In the process they utilized two linguistic resources (Bahasa Indonesia and Eng-lish) to help them in understanding the process of creation. Several supports from machine translation and machine pronunciation software were employed during the creation of DST project. The result shows that DST helps students in composing narrative writing by analyzing the visual prompts. This proves that DST is impending to support the writing process as students were engaged during the process.

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