scholarly journals Remarks on Multimodality: Grammatical Interactions in the Parallel Architecture

2022 ◽  
Vol 4 ◽  
Author(s):  
Neil Cohn ◽  
Joost Schilperoord

Language is typically embedded in multimodal communication, yet models of linguistic competence do not often incorporate this complexity. Meanwhile, speech, gesture, and/or pictures are each considered as indivisible components of multimodal messages. Here, we argue that multimodality should not be characterized by whole interacting behaviors, but by interactions of similar substructures which permeate across expressive behaviors. These structures comprise a unified architecture and align within Jackendoff's Parallel Architecture: a modality, meaning, and grammar. Because this tripartite architecture persists across modalities, interactions can manifest within each of these substructures. Interactions between modalities alone create correspondences in time (ex. speech with gesture) or space (ex. writing with pictures) of the sensory signals, while multimodal meaning-making balances how modalities carry “semantic weight” for the gist of the whole expression. Here we focus primarily on interactions between grammars, which contrast across two variables: symmetry, related to the complexity of the grammars, and allocation, related to the relative independence of interacting grammars. While independent allocations keep grammars separate, substitutive allocation inserts expressions from one grammar into those of another. We show that substitution operates in interactions between all three natural modalities (vocal, bodily, graphic), and also in unimodal contexts within and between languages, as in codeswitching. Altogether, we argue that unimodal and multimodal expressions arise as emergent interactive states from a unified cognitive architecture, heralding a reconsideration of the “language faculty” itself.

2014 ◽  
Vol 7 (1) ◽  
pp. 31-59 ◽  
Author(s):  
Kashmiri Stec ◽  
Mike Huiskes

Abstract Meaning-making is a situated, multimodal process. Although most research has focused on conceptualization in individuals, recent work points to the way dynamic processes can affect both conceptualization and expression in multiple individuals (e.g. Özyürek 2002; Fusaroli and Tylén 2012; Narayan 2012). In light of this, we investigate the co-construction of referential space in dyadic multimodal communication. Referential space is the association of a referent with a particular spatial location (McNeill and Pedelty 1995). We focus on the multimodal means by which dyads collaboratively co-construct or co-use referential space, and use it to answer questions related to its use and stability in communication. Whereas previous work has focused on an individual's use of referential space (So et al. 2009), our data suggest that spatial locations are salient to both speakers and addressees: referents assigned to particular spatial locations can be mutually accessible to both participants, as well as stable across longer stretches of discourse.


Author(s):  
Ray Jackendoff ◽  
Jenny Audring

The Texture of the Lexicon explores three interwoven themes: a morphological theory, the structure of the lexicon, and an integrated account of the language capacity and its place in the mind. These themes together constitute the theory of Relational Morphology (RM), extending the Parallel Architecture of Jackendoff’s groundbreaking Foundations of Language. Part I (chapters 1–3) situates morphology in the architecture of the language faculty, and introduces a novel formalism that unifies the treatment of morphological patterns, from totally productive to highly marginal. Two major points emerge. First, traditional word formation rules and realization rules should be replaced by declarative schemas, formulated in the same terms as words. Hence the grammar should really be thought of as part of the lexicon. Second, the traditional emphasis on productive patterns, to the detriment of nonproductive patterns, is misguided; linguistic theory can and should encompass them both. Part II (chapters 4–6) puts the theory to the test, applying it to a wide range of familiar and less familiar morphological phenomena. Part III (chapters 7–9) connects RM with language processing, language acquisition, and a broad selection of linguistic and nonlinguistic phenomena beyond morphology. The framework is therefore attractive not only for its ability to account insightfully for morphological phenomena, but equally for its contribution to the integration of linguistic theory, psycholinguistics, and human cognition.


2015 ◽  
Vol 8 ◽  
pp. 56-78
Author(s):  
Hesham Suleiman Alyousef ◽  
Suliman Mohammed Alnasser

Empirical research studies of finance students’ language use have investigated students’ performance in finance courses and the effect of class attendance on students’ performance.Similarly, research on accounting students’ texts has been directed at readability of accounting narratives and lexical choices. Systemic Functional Linguistics (SFL) based research in multimodal communication and representation has been confined to school and workplace contexts. Whereas multimodal communication investigations in tertiary contexts has been conducted across the fields of mathematics, science and computing, and nursing, business courses have not been explored. The purpose of this paper is to report on a case study designed to investigate the key multimodal academic literacy and numeracy practices of ten international Master of Commerce Accounting students enrolled at an Australian university. Specifically, it aims to provide an account of the salient textual and the logical patterns through the analysis of cohesive devices in a key topic in the Principles of Finance course, namely capital budgeting techniques and management reports. This study is pertinent as most international ESL/EFL students’ enrolments in Australia and elsewhere is in business programs. This study is underpinned by Halliday’s (1985) Systemic Functional Linguistics (SFL) approach to language and Halliday and Hasan’s (1976) cohesion analysis scheme. The study employs a Systemic Functional Multimodal Discourse Analysis (SF-MDA) for the analysis of cohesive devices in the participants’ multimodal texts. Lexical cohesion formed the largest percentage of use, and in particular repetition of the same lexical items, followed by reference.The findings contribute to the description of the meaning-making processes in these multimodal artefacts. They provide a potential research tool for similar investigations across a broad range of educational settings. Implications of the findings for finance students and educators are finally presented.


Author(s):  
Simon Shachia Oryila ◽  
Philip Chike Chukwunonso Aghadiuno

For centuries, people have evolved novel ways of making meaning. With the passage of time, the various traditional modes of representation or meaning making have been altered and, in some cases, refined or displaced by technological advancements. In Nigeria, a growing academic interest seeks to explore the practical relevance of integrating semiotic resources, such as speech, writing, video, music, colours, or signs to create multimodal texts across a wide range of communicative acts. This chapter, therefore, examines multimodal communication practice within Nigeria's digital space, its nature, dimension, as well as how digital technologies are appropriated to enhance, not just the people's digital experience, but also create social, economic, and business opportunities for Nigeria's growing population of digital natives.


1997 ◽  
Vol 19 (1) ◽  
pp. 121-123 ◽  
Author(s):  
Alan Munn

This most recent exposition of Chomsky's ideas about the language faculty strives to reach a deeper level of explanatory adequacy. Rather than the question of “What does knowledge of language consist of?” Chomsky asks the question “Why is the language faculty the way it is?” His basic answer to this question is the following: Two sorts of conditions are imposed on the language faculty, conditions arising from its place in the cognitive architecture “bare output conditions” and conditions of conceptual naturalness such as economy, simplicity, and nonredundancy. Minimalism is thus a call for theoretical simplicity with respect to the constructs used to explain language phenomena: “It is all too easy to succumb to the temptation to offer purported explanation for some phenomenon on the basis of assumptions that are roughly of the order of complexity of what is to be explained. . . . Minimalist demands at least have the merit of highlighting such moves, thus sharpening the question of whether we have a genuine explanation or a restatement of the problem in other terms” (pp. 234–235).


Matatu ◽  
2020 ◽  
Vol 51 (2) ◽  
pp. 448-461
Author(s):  
Taiwo Adesoji Ayodele

Abstract Language acquisition is a fundamental phenomenon in the linguistic enterprise. Chomsky claims that, “the human brain provides an array of capacities that enter into the use and understanding of Language (the language faculty (FL))”. Using the descriptive approach, this paper explores, justifies, and determines the place of the human linguistic capacity to articulate and engage postproverbials vis-a-vis Chomsky’s model of grammar and few scholarly positions. This article aims at providing evidence that, compared to others; Chomsky’s idea of linguistic competence is the most appropriate account for the use and understanding of postproverbials. The study revealed that the first sentences/the intermediate proficiency stage presents humans with the capacity to develop, use, and understand postproverbials, and this attains full development at the advanced fluency stage to establish postproverbial as one of the capacities that the human brain provides, located in the FL, and that its use and understanding is consciously employed.


Author(s):  
Dafina Genova

The article analyzes the complementarity of image and text in political cartoons taking into account the following parameters: Prior Text(s), Producer, Cartoon, and Viewer/ Reader. In the meaning-making process, the viewer/reader constantly alternates between image and text. The two modes of communication can convey the same message(s), each of the modes can strengthen the meaning of the other; the two might have nothing in common, yet, when combined, will produce a meaningful message. Visual metaphors and metonymies play an important role in the construction of meaning in political cartoons. They are analyzed from the point of view of conceptual metaphor and metonymy theory and its application in multimodal communication. Humour in political cartoons is also briefly discussed.


2017 ◽  
Vol 68 (1) ◽  
Author(s):  
Martin Becker

AbstractThis article analyses Tullio DeMauro’s linguistic thought and highlights the originality of his contribution to the current linguistic debate, which revolves around two essential questions: 1.What is special about the human language (faculty)?, and 2. Why and how did it arise in the selectional process of evolution? De Mauro’s approach to language between the poles of “nature” and “history” is contrasted with the basic tenets and ideas of two main paradigms of the contemporary Anglo-American linguistic discourse, namely Noam Chomsky’s generative approach (in its minimalist version) and Ray Jackendoff’s theory of the Tripartite Parallel Architecture of language. In this way, the peculiarities and the special value of De Mauro’s approach come to the fore, combining and synthesizing the European tradition of linguistic thought, especially with its strong semiotic imprint, and modern “naturalist” linguistic theory.


Author(s):  
Carmen Daniela Maier

As more and more educators try to employ interactive texts in the educational process, investigation of how knowledge communication takes place in hypertext becomes increasingly signifi cant. Drawing on a multimodal theoretical framework, this paper explores knowledge communication in interactive texts from the Volcano World website (http://volcano.und.edu/vwdocs/Online/index.html). The analytical focus is first on how specialized knowledge is multimodally constructed inside the generic framework of traditional lessons through different types of interactive exchanges and across several semiotic modes. Second, the analysis discusses how the linear reading path imposed by the generic structure of traditional lessons is disrupted by hypertext’s meaning-making pathways. The paper concludes that the stable generic structure of lessons combined with the openness of hyperlinks can be and, to some extent, is being exploited in websites like Volcano World to enhance the process of progressively acquiring, producing and exchanging specialized knowledge across several semiotic modes. By detecting the kind of meaning-making structures that can be established when communicating specialized knowledge in a hypertext environment, educators can continuously adapt online interactive texts to accommodate students accustomed to complex interactive activities and eager to get to grips with them.


2018 ◽  
Vol 22 (04) ◽  
pp. 701-702 ◽  
Author(s):  
MICHAEL A. JOHNS ◽  
MICHAEL T. PUTNAM

In their keynote article, Dijkstra, Wahl, Buytenhuijs, van Halem, Al-jibouri, de Korte, and Rekké (2018) introduce the Multilink model representing an integrated bi/multilingual lexicon. This proposal builds upon both previous and recent research on an integrated cognitive architecture underlying the language faculty (for a summary, see e.g., Putnam, Carlson & Reitter, 2018). In our view, the adjustments proposed by the authors are an improvement on previous instantiations of similar models such as those discussed in the present article. In our remarks we explicate how the Multilink model may be further enhanced, by making any appeal to language-specific nodes or representations epiphenomenal. To achieve this, we propose a novel approach to representing language membership as the result of gradient emergent principles that builds upon the integrated lexicon underlying the Multilink model.


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