Análise visual de livros didáticos de Inglês: multimodalidade facilitando a aprendizagem

Salbego, Nayara; Heberle, Viviane Maria; Balen, Maria Gabriela Soares da Silva

doi:10.4013/cld.2015.131.01

Cited by 9 publications

(8 citation statements)

References 3 publications

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“…This research also in line with a study about Visual analysis of English Textbook: Multimodal scaffold learning in Brasil school done by (Salbego et al, 2015). The theory used is also used as the visual images' concepts of Kress van Leeuwen's.…”

Section: Research Questionssupporting

confidence: 65%

“…(Royce 2007) as cited in (Salbego et al, 2015) explains that Regarding the efficiency of interpreting images, the students can read and look for some thoughts easily of what to expect in terms of the who, what, where, why, how and with whom in the image. The effect is that expectancies are being set up in the students' minds, and the process of reading the text will give them a confirmation of their interpretation of the story, or in rare cases introduce ambiguities, which the class can then discover deeply through discussion and report wrote activities.…”

Section: Research Questionsmentioning

confidence: 99%

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Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis

Purwaningtyas

2020

Pedagogy

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The textbook plays an essential role for students in the teaching and learning process. Imagery, combined with texts in the textbook, makes subjects easy to understand. Images are generally used to convey things we can't tell in the text. Visual images help students make sense of output and input around them. This study investigates the representation of the visual image in the EFL textbook proposed by using a multimodal discourse analysis method. The researcher used the framework from Kress van Leeuwen. Information from all visual images consist of 158 images in the Indonesian EFL textbook is collected as the data in this study. The results showed that females (70%) portions were more commonly portrayed than males ( 30%). In terms of social roles, females have the same proportion of occupations as males. In terms of image appearance, the foreign and Indonesian cultures portrayed to show the tolerance culture. This study aims to explore the meaning of the integrated use of semiotic resources, such as visual image representation in the textbook. The researcher expected students and teachers as textbook users could increase their understanding with the subject of teaching and learning by interpreting the visual images effectively. This study recommends to the textbook user that visual images appearances can strengthen the text or written material in the textbook. Also, it suggests textbook publishers be more concerned and synchronize between the written content and the visual representation portrayed not to occur misinterpretation among the textbook users.

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Section: Research Questionssupporting

confidence: 65%

Section: Research Questionsmentioning

confidence: 99%

Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis

Purwaningtyas

2020

Pedagogy

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“…The results from the analysis of images are then compared to the related verbal text to determine if aspects of the same meaning can be found. Salbego et al (2015), for example, examined three images in three commercial English-language textbooks for how the images correspond to the related verbal text from the perspective of GVD's three metafunctions, although focusing mainly on the representational meaning in terms of visual-verbal relations. They identified representational correspondence between image and text in two cases.…”

Section: Grammar Of Visual Designmentioning

confidence: 99%

Image-text relations and interjections in animated language-learning materials

Huang

2022

Language Education & Assessment

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This study examined image-text relations in English-as-a-foreign-language textbooks focusing on moving-image animations that accompany verbal dialogues. It also explores how animations support verbal dialogues in the textbooks. Data sources include three major versions of junior high school textbooks locally-produced in Taiwan, each consisting of 6 books, one for each semester. Findings show that animations enter into one specific type of image-text relations with the textual dialogue, i.e., a relation of Complementarity: Augmentation, by providing information that is consistent with and additional to the dialogues in a number of ways. The animations provide the rationale for a particular part of the dialogue not otherwise apparent, they portray another participant in the dialogue in addition to the speaker of the conversation turn, and they reveal a speaker’s emotional response that is not expressed verbally in the dialogue. In naturally-occurring conversations, these emotions would usually be expressed through interjections, but are mostly absent from the verbal dialogues in these textbooks. As such, the animations also serve to substitute the pragmatic markers that should have been present in the verbal text. Based on these findings, the article concludes by providing pedagogical recommendations for how animations could be used to guide language learners in exploring the possible communicative functions of appropriate interjections in the textbook dialogues in order to develop learners’ pragmatic competence.

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Section: Introductionunclassified

“…No obstante lo anterior, en años recientes se han desarrollado diversos estudios multimodales (e.g. Menezes, 2010;Salbego et al, 2015) basados en la Gramática Visual de Kress y van Leeuwen (1996); sin embargo, dichos estudios no consideran en su punto de partida la noción de género discursivo ni se orientan por la lingüística de Corpus (Tognini-Bonelli, 2001;Biber, 2005;Biber et al, 2007;Parodi, 2008bParodi, , 2010b.Al cambio en la concepción de texto, por cierto también en la de género, se suma las transformaciones que ha experimentado la sociedad en los últimos años, principalmente debido el vertiginoso avance en los desarrollos de las llamadas nuevas tecnologías. Estos cambios demandan que los profesionales de diversas áreas tengan un dominio adecuado en las prácticas de lectura y escritura en entornos y prácticas emergentes y con formatos y soportes diversos.…”

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Relaciones retóricas y multimodalidad en el género Informe de Política Monetaria del discurso académico de la Economía

Vásquez-Rocca¹,

Parodi²

2015

Calidoscópio

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Relaciones retóricas y multimodalidad en el género Informe de Política Monetaria del discurso académico de la Economía 1 Rhetoric relations and multimodality in the Monetary Policy Report genre of academic discourse of the Economy RESUMEN -Esta investigación busca identifi car y cuantifi car, desde la perspectiva multimodal del género, las relaciones intersemióticas entre el artefacto gráfi co y su contexto verbal en el Informe de Política Monetaria -IPOM-del Banco Central de Chile en una muestra de 14 textos. Junto a ello, también se describe la evolución histórica de las relaciones intersemióticas que se presentan en la muestra de textos del IPOM. Este género resulta interesante de investigar, ya que ha sido recolectado de manera ecológica a partir de los programas de estudio de los estudiantes de Economía de dos universidades chilenas y defi nido por los docentes como un género esencial en la inserción disciplinar en Economía. Lo anterior porque se trata de un género discursivo 'importado', es decir, que se produce en un contexto profesional, pero que es utilizado en un contexto universitario. En este contexto, este estudio emplea la propuesta taxonómica de la Teoría Retórica Estructural (RST, por su nombre en inglés) para el análisis intersemiótico del género. Tras el análisis, los hallazgos se concentran principalmente en tres direcciones. Primero, la relación de Contenido de mayor frecuencia es la Elaboración (63%). Segundo, la relación de Presentación más relevante es la de Fondo (61%). Y, tercero, la direccionalidad en la relación entre el artefacto Gráfi co y el sistema verbal corresponde principalmente al tipo Núcleo-Satélite (79%). Estos datos permiten sostener que la construcción de signifi cados a partir de las relaciones intersemióticas en el género IPOM se produce tomando al gráfi co como eje central del signifi cado y que el contexto verbal participa como Satélite, aportando información del Núcleo que el escritor considera relevante para orientar la comprensión del lector.Palabras clave: relaciones retóricas, multimodalidad, género IPOM, gráfi co, RST.ABSTRACT -This study seeks to identify and to quantify the intersemiotic relations between the artifact Graphic and its verbal context in the Monetary Policy Report (MPR) of the Central Bank of Chile in a sample of 14 texts. At the same time, it describes the historic evolution of the intersemiotic relations that emerge in the corpus sample. This is an interesting genre to study because it has been found ecologically as part of the syllabi of Economic in two Chilean universities. This genre is defi ned by the teachers as an essential genre for the disciplinary insertion in Economy due to its 'imported' profi le, in other words, the report is generated in a professional context, but it was found in an academic context. From this scenario, this article provides, from a multimodal perspective, an intersemiotic genre analysis based on the Rhetoric Structural Theory. Regarding the results, the fi ndings may be summarized in three directions. First, the C...

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Análise visual de livros didáticos de Inglês: multimodalidade facilitando a aprendizagem

Cited by 9 publications

References 3 publications

Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis

Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis

Image-text relations and interjections in animated language-learning materials

Relaciones retóricas y multimodalidad en el género Informe de Política Monetaria del discurso académico de la Economía

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