scholarly journals EXPLORING TEXT-IMAGE RELATIONS IN ENGLISH COMICS FOR CHILDREN: THE CASE OF “LITTLE RED RIDING HOOD”

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Ton Nu My Nhat ◽  
Nguyen Thi Mi Pha
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Lower Proportion ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Young Learners ◽  
Multimodal Discourse ◽  
Little Red Riding Hood ◽  
Practical Implications

The present panorama of communication features the co-employment of language and other semiotic resources. This paper addresses this fledging field, multimodal discourse analysis, by investigating a genre targeted at children. Specifically, it studies how meanings in comics for children are constructed both verbally and visually. The data for the study is one comic - Little Red Riding Hood, which is presented via colored images and verbal texts in English. The analysis was based on Unsworth’s (2006) framework to explore the interplay of the two semiotics in the construction of the ideational contents. The results reveal that this comic displays both Expansion and Projection relations with nearly equal occurrence frequencies; however, within each type, the subtypes are vastly different with Verbal being the most predominant, which can be deemed as one of the typical features of the genre in focus. Regarding Expansion, Concurrence and Complementarity have nearly the same high percentage while Enhancement has a lower proportion. Theoretically, the findings concerning a complete full-length comic contribute to the literature on multimodal texts for young learners. The findings also have practical implications for the teaching and learning of English as a foreign language as to how to exploit the free online kid-targeted multimodal resources to engage the young learners in literary works in general and to develop their English proficiency in particular.    

Multimodal Humor in Plenary Lectures in English and in Spanish

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Noelia Ruiz-Madrid
Keyword(s):  
Discourse Analysis ◽  
Theoretical Model ◽  
Foreign Language ◽  
Academic Discourse ◽  
Plenary Lecture ◽  
Human Interaction ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Semiotic Resources

AbstractHumor is present in most instances of human to human interaction and has often been studied by discourse analysis (Long and Graesser 2009). These studies have taken several perspectives but have often ignored the multimodal aspect of humor even more if the genres selected have been in oral academic discourse. In this paper we focus on a genre that has rarely been studied, the conference plenary lecture. Taking as a theoretical model Multimodal Discourse Analysis (MDA) we look at the semiotic resources employed by two senior researchers: one Spanish, Dr. Jose Manuel Blecua and one British, Dr David Crystal. They were plenary speakers in two different conferences. In their speeches Dr. Blecua dealt with Spanish as a Foreign language and Dr. Crystal with English as a Foreign language. Although there does not seem to have been any point of contact between them, their lectures show a number of similarities especially with regard to the semiotic resources they use in order to produce humor.

scholarly journals A Multimodal Discourse Analysis of Pictures in ELT Textbooks: Modes of Communication in Focus

2021 ◽  
Vol 13 (4) ◽  
pp. 623-644
Keyword(s):  
Discourse Analysis ◽  
Visual Images ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analytical Strategies ◽  
Interpretive Strategies ◽  
Verbal Strategies ◽  
Verbal Discourse ◽  
Verbal Analysis

There is a tight nexus between visual literacy and textbook picture representations. This is of paramount importance when textbooks in general and ELT textbooks, in particular, are under question. To conduct a visual and verbal discourse analysis based on modes of communication, ELT textbook pictures were analyzed under the assumption that visual and verbal discourse interacts with reflected modes of communication. To this end, 50 ELT textbook pictures were used as the corpus and analyzed according to KvL's (2006) visual images analytical strategies in multimodal texts and Halliday’s (1985) transitivity system for verbal analysis of textbook pictures. The analysis of multimodal resources revealed that the analyzed visual images were used to represent non-human images; close-up images, frontal images, left-right compositions were the most frequent visual modes in the selected pictures. In the case of verbal mode, the relational main-type and verbal minor-type level with 39% and 2% were the most and least frequent verbal strategies, respectively. The findings might have significant theoretical and pedagogical implications for scholars, L2 teachers, and ELT textbook designers to consider the potential of using multimodal resources for non-pedagogical purposes while integrating textbook visual images and verbal strategies to create meanings. Keywords: Multimodal Discourse Analysis, Transitive System’s Processes, Visual Images Interpretive Strategies, Modes of Communication, ELT Textbooks.

scholarly journals A critical examination of ageism in memes and the role of meme factories

2021 ◽  
pp. 146144482110478
Author(s):  
Si Yu Lee ◽  
Jasmon WT Hoh
Keyword(s):  
Older Adults ◽  
Discourse Analysis ◽  
Critical Examination ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Practical Implications

Memes and meme factories are increasingly the new fronts for ageism online. To address the lack of studies exploring memetic expressions of ageism, this study utilized multimodal discourse analysis to analyze 98 image macros from five meme factories in Singapore. Expressions of ageism were consistently found in how the meme visually and discursively portrayed older adults, and three ageist themes of infantilization, barbarization, and fetishization were identified. Memes that infantilized older adults often portrayed them as immature and illiterate despite their age and emphasized their dependence on others. Memes that barbarized older adults portrayed them as being uncultured or having inferior cultural tastes, while memes that fetishized older adults positioned them as an object of sexual fetish. The intersections of ageism with sexism, classism, and racism were also noted. Practical implications of these findings were discussed, and several recommendations were offered for meme factories to reduce visual ageism.

Gender Representation in Malaysian Mandarin Textbooks

2020 ◽  
Author(s):  
Wen Yue Lin ◽  
◽  
Ang Lay Hoon ◽  
Mei Yuit Chan ◽  
Shamala Paramasivam ◽  
...  
Keyword(s):  
Discourse Analysis ◽  
Gender Stereotypes ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Visual Analysis ◽  
Gender Representation ◽  
Multimodal Discourse Analysis ◽  
Male Characters ◽  
Multimodal Discourse ◽  
Social Settings

A number of scholars have studied gender representation in textbooks, but only a few studies focus on application of multimodal discourse analysis in exploring gender representation. The present study aims to analyze gender representation in two series of four L2 Mandarin textbooks written for Malaysian learners. The ratio of female and male characters as well as the representation of genders in visual and verbal resources are examined in this study. This study applies quantitative and qualitative method by calculating the frequency and occurrence and analyzing the representation of female and male. A multimodal discourse analysis is carried out, including linguistic and visual analysis, to figure out whether there is gender stereotype by investigating verbal and non-verbal (visual) resources of sampled textbooks. Both the ratio and the depiction of female and male characters are analyzed by using ATLAS.ti software. The findings have revealed that the ratio of female and male characters is generally unbalanced in sampled textbooks. Gender stereotypes exist dominantly in depiction of female and male characters, especially in social settings and domestic settings. The implications of this study are discussed in the context of second language teaching and learning to highlight the awareness of gender representation in L2 Mandarin textbooks.

scholarly journals An Analysis of Multimodal Interaction in a Webinar: Defining the Genre

10.29007/p8mm ◽  
2018 ◽  
Author(s):  
Noelia Ruiz-Madrid ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
Discourse Analysis ◽  
Meaning Making ◽  
Multimodal Interaction ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Communication Modes ◽  
Collaboration And Communication ◽  
Complex Relationships ◽  
Digital Genres

AbstractFrom a Multimodal Discourse Analysis (MDA) perspective (Kress and Van Leuween, 2001; Kress, 2003; O’Halloran, 2004; Baldry&Thibault, 2006; Jewitt, 2009; Querol-Julián and Fortanet-Gómez, 2012) each semiotic resource (i.e., speech, image, writing, movement, gaze, sound, layout, among others) contributes to the meaning-making process. Linguistic and non-linguistic information is integrated in multimodal texts, and especially so in digital genres (Shepherd & Watters 1999; Crowston & Kwasnik 2004; Askehave & Nielsen 2005; Villanueva et al. 2008), where complex relationships are conveyed by the use of multiple resources.One of these new digital genres is the webinar or web seminar. Webinars help to disseminate knowledge, facilitate collaboration and communication, and enhance performance among students and instructors, employers and employees and specialist in dispersed locations (Wolf, 2006; Forrester, 2009; Bandy, 2010; Kokoc, Ozlu, Cimer & Karal, 2011). Its main characteristic is that it is online and it often consists of a number of lectures streamlined and/or recorded to be watched off-line, and there are several participants located in several places, who can contribute online or offline through different communication modes (written or spoken with or without video). In this sense, it is clear that webinars include a wide array of multimodal resources, both verbal and non-verbal. But how do they work together? To what extent are they integrated? Are users responsive to these multimodal resources and to what extent?In order to answer these and other questions, we analyse in this paper a dataset of several sessions of a research webinar organized by the Group for Research on Academic and Professional English in 2015 on the topic of Multimodal Discourse Analysis. Our interest is to study all the multimodal components in the discussion sessions in this seminar and the different strategies used by participants for online and face-to-face interaction.

scholarly journals Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

2020 ◽  
Vol 9 (2) ◽  
pp. 101
Author(s):  
Fuad Abdullah ◽  
Soni Tantan Tandiana ◽  
Yuyus Saputra
Keyword(s):  
Discourse Analysis ◽  
Learning Strategies ◽  
Multimodal Learning ◽  
Multimodal Texts ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Multimodal Text ◽  
Teaching In Higher Education ◽  
Materials Planning ◽  
Learning Issues

<div><p class="StyleABSTRAKenCambria">Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun &amp; Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

scholarly journals Text Cohesion in English Scientific Texts Written by Saudi Undergraduate Dentistry Students: A Multimodal Discourse Analysis of Textual and Logical Relations in Oral Biology Texts

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Hesham Suleiman Alyousef
Keyword(s):  
Discourse Analysis ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Linguistic Knowledge ◽  
Bachelor Of Science ◽  
Lexical Cohesion ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Cohesive Devices ◽  
Analysis Scheme

This qualitative study examined multimodal cohesive devices in English oral biology texts by eight high-achieving Saudi English-as-a-foreign-language students enrolled in a Bachelor of Science Dentistry program. A Systemic Functional Multimodal Discourse Analysis (SF-MDA) of the textual and logical cohesive devices in oral biology texts was conducted, employing Halliday and Hasan’s cohesion analysis scheme. The findings showed that students used varied cohesive devices: lexical cohesion, followed by reference and conjunctions. Although ellipsis was minimally employed in the oral biology texts, its discipline-specific uses emerged: the use of bullet points and numbered lists that facilitate recall. The SF-MDA of cohesion in multimodal semiotic resources highlighted the processes underlying construction of conceptual and linguistic knowledge of cohesive devices in oral biology texts. The results indicate that oral biology discourse is interdisciplinary, including a number of subfields in biology. The SF-MDA of pictorial oral biology representations indicates that they include instances of cohesive devices that illustrate and complement verbal texts. The results indicate that undergraduate students need to be provided with a variety of multimodal high-cohesion texts so that they can successfully extend underlying conceptual and logical meaning-making relations.

Māori Gender Non-conforming Identity: Analysing the ‘Takatāpui’ Discourse

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Francesca Marino
Keyword(s):  
Discourse Analysis ◽  
Cultural Identity ◽  
Indigenous Peoples ◽  
First Century ◽  
Sex Characteristics ◽  
Analysis Framework ◽  
Culturally Specific ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Decolonizing Methodologies

AbstractThis study aims to investigate the process of reconstruction of Māori postcolonial cultural identity in the twenty-first century which also passes through the reclamation and redefinition of ‘takatāpui’ notion. ‘Takatāpui’ is an umbrella term that nowadays indicates all the Māori with non-conforming wairua (spiritualities, gender identities), sexualities and sex characteristics. It is a culturally specific word which represents a form of intersectionality by identifying people as both Māori and queer.As a consequence of the increasing spread of the Internet, which has become a virtual place to construe identity and to promote the dissemination of ideas, a Multimodal Discourse Analysis is conducted on a corpus comprising 10 audiovisual texts fully retrieved from the web and exclusively produced by Māori takatāpui activists and/or containing Māori takatāpui activists’ self-narratives or claims.The corpus is analysed by applying a MMDA (Multimodal Discourse Analysis) framework based on Kress and van Leeuwen’s social semiotic framework (2006). The analysis is conducted also by taking into account Blommaert’s linguistic and ethnographic framework (2014).The findings of the analysis show the different strategies through which Māori identities are construed and conveyed reinforcing what the Māori scholar, Tuhiwai Smith (1999. Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: Zed Books Limited, 28), calls “a very powerful need to give testimony to and restore a spirit, to bring back into existence a world fragmenting and dying”.

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