Equivalence and Difference of Semantic Relations in Black Panther Movie Script

This study used the Black Panther movie script by Ryan Coogler and Joe Robert Cole as the object of the study. The aim of this study was to find out equivalences and differences of semantic relations used in the Black Panther movie script. This study used Norman Fairclough’s theory that was equivalence and difference of semantic relations. The method used in this study was descriptive qualitative study methods. The primary data was taken from the Black Panther movie script, and secondary data was taken from the audiovisual movie related to the material objects. Techniques of the data collection were downloading Black Panther movie scripts on the internet, reading all the movie scripts repeatedly and comprehensively, checking the words or utterances spoken in the movie script, identifying the semantic relations between clauses and sentences in the form of addition, elaborating, and contrasting in the movie scripts, and then coding the data. Techniques of the data analysis were presenting the data, describing and interpreting the data in the form of words, clauses, and sentences, and then concluding the data. The result of the study showed that there were 55 data found, they were Elaboration consists of 14 data, Addition consists of 9 data, and Contrast consists of 32 data. Equivalences of semantic relations were used with the repetition in the form of words, phrases, clauses, and sentences where the purpose has the same perspective or vision. While differences of semantic relations were used by writing a different meaning from the previous clause or sentence.

READING AS COMMUNICATION: THREATS AND OPPORTUNITIES FOR TRANSFORMATION OF THE MODERN READER’S PERSONALITY

The article presents an analysis of reading subjects. Reading is defined as complex, non-line poly-subject and inter-subject communication. The author of the text, the reader, and the text are defined as the core subjects of reading. The field of reading realization is defined as the consciousness of the individual as a dialogic education by its nature. The ways of participation of each of the reading subjects in the process of interaction with each other are indicated. The author reveals the active role of the publisher in reading, social and cultural-historical contexts, the history and structure of the text, and the form of its carrier. The special role of the teacher in modern practices of educational reading is noted. The nature of participation in modern Internet reading of hypertext space is considered. Based on the author’s research, the threats and opportunities of reading for the personal transformation of the reader are described. As threats to reading for the reader, we can mention superficial communication and replacing the content of the text with their own ideas and ways of presenting them (reproducing themselves); strong exposure to influence from the text and the author’s position (losing yourself). It is indicated that educational reading is characterized by a strong dependence of the reader on the attitudes and interpretations of the teacher (loss of self). The integrative characteristic of the reader as a subject of reading-communication is determined by his reading strategy, which reflects the General level of reader culture. The developing mechanism of the personality in reading is the recognition and acceptance of “the other as different from the reader”, sensitivity to cultural and personal differences. The prospects for studying reading in the field of experimental research of reading mechanisms and the development of psychological and educational programs for the formation of reading competencies are outlined.

Reading on Paper and on Screen of Teenagers: A Pilot Study of Two Schools in Colombo District, Sri Lanka

With the development of computers, mobile phones and other digital devices with the internet, reading on screen has become an everyday activity as well as reading on paper. It is understandable that the task of reading has become more complicated with reading on screen. Therefore, the society is concerned about Reading on Paper and on Screen, especially of children and teenagers. The aim of the study is to gain an understanding of the nature of reading habits of teenagers in Colombo District, Sri Lanka. Main objectives of the study are to investigate the nature and extent of reading habits of teenagers, to find out the medium that the teenagers prefer when reading and to find out the attitudes of teenagers towards reading paper and screen. Both groups use e-media as well as read books. Though the majority prefer Paper as the medium of reading, they use the Screen medium too. Since the teenagers are much used to screen, we can use it to improve reading.

Hipertexto: a formação de um leitor como autor

RESUMO Este artigo trata do uso de hipertextos na formação de leitores/autores. Assim sendo, este trabalho objetiva discutir mudanças do conceito de autoria diante desse novo formato de ler e aprender, oriundo do advento da Internet e de seu impacto na educação. Através de uma pesquisa bibliográfica, observa-se que, por meio de um processo de leitura não-linear, no qual o estudante tem acesso ilimitado a outros textos de acordo com a sua escolha, o aluno é um autor em potencial, pois esse modo de leitura detém uma significativa diferença entre os textos impressos, visto que é dinâmico e flexível devido às possibilidades dos links e do diálogo com outras interfaces semióticas, permitindo, assim, a construção de um texto único e original. Assim, com o apoio do professor em uma atividade epilinguística vinculada à tecnologia, pode-se fazer do aluno um leitor/autor mais maduro. Enfim, embora o ensino da linguagem tenha se reduzido simplesmente às nomenclaturas, ao estudo sintático e às classificações, conclui-se que o uso das TICs, com sua vasta intertextualidade e dialogia semiótica, pode ajudar a reverter essa constatação. Palavras-chave: Hipertexto; Epilinguística; Formação de leitores/autores. ABSTRACT This article deals with the use of hypertexts on readers/authors formation. So, its objective is to discuss changes of authorship concept before this new Internet reading and learning format and its impact on education. Through a bibliographical research, it is observed that using such a non-linear reading process in which student has unlimited access to other texts according to his choices, learner is a potential author because hypertexts differ significantly from printed texts since they are dynamical and flexible due to links possibilities and dialogues with other semiotic interfaces, allowing a unique and original text construction. Then, with teacher support on an epilinguistic activity and technology use, it is possible to have a more mature reader/author. Finally, although language teaching has been reduced merely to terminology, to syntactic analysis and to classification, it is concluded that TICs use along with its vast intertextuality and semiotic dialogue may help to change that fact. Key words: Hypertexts; Epilinguistic; Readers/Authors formation. Resumem Este artículo se refiere al uso de hipertextos en la formación de lectores/autores. De este modo, este trabajo tiene como objetivo discutir los cambios de concepto de autoría delante de ese nuevo formato de leer y aprender, procedente del advenimiento de la Internet y de su impacto en la educación. A través de una investigación bibliográfica, se observa que, por medio de un proceso de lectura no lineal, en el cual el estudiante tiene acceso ilimitado a otros textos de acuerdo con sus elecciones, el alumno es un autor potencial, pues ese modo de lectura detiene una significativa diferencia entre los textos impresos, ya que es dinámico y flexible debido a las posibilidades de links o enlaces y del diálogo con otras interfaces semióticas, permitiendo, así, la construcción de un texto único y original. Así, con el apoyo del profesor en una actividad epilinguística, vinculada a la tecnología, se puede hacer del alumno un lector/autor más maduro. Por último, aunque la enseñanza del lenguaje se haya reducido simplemente a nomenclaturas, al estudio sintáctico y a las clasificaciones, se concluye que el uso de la TICs, con su amplia intertextualidad y dialógica semiótica, puede ayudar a revertir esa constatación. Palabras clave: Hipertexto; Epilinguística; Formación de lectores/autores.