<i>Multimodality: A Social Semiotic Approach to Contemporary Communication</i>. By Gunther Kress

Armfield, Dawn M.

doi:10.1080/10572252.2011.551502

Cited by 327 publications

(630 citation statements)

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“…This study used a conversation analysis using a multimodal approach (Kress, 2010) to analyze a video for teaching-learning purposes. The material of the study was a video created by Edmonton Guide Channel on YouTube.…”

Section: Methodsmentioning

confidence: 99%

Promoting Doctor-Patient Communication in Medical English Classroom Through Video as Pre- Activity

Rudy

2023

JORLE

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The three learning stages in a Flipped classroom have allowed the teachers to provide videos by creating them themselves or downloading them from other resources. Through multimodality, the present study explores a video that is considered suitable to apply in the pre-class activity stage. The multi-track analysis was adapted to seek verbal and non-verbal elements of the video for flipped classroom process. The result indicated that the doctor's semantics and gestures depicted the patient-centered model. Although minor errors existed, they became an unseen flaw of the video. Furthermore, it is suggested that medical English teachers use the video as a pre-class activity to show the ideal model for teaching doctor-patient communication.

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Section: Methodsmentioning

confidence: 99%

Promoting Doctor-Patient Communication in Medical English Classroom Through Video as Pre- Activity

Rudy

2023

JORLE

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“…Because it is not monotonous to use only one element, such as text in PowerPoint, this multimodality element will provide a more relaxed environment for students to receive material because it integrates many elements and produces flexible teaching materials that can be studied anytime and anywhere, without the need for a meeting, and students can learn continuously. Multimodality refers to the ability of people to communicate and interact with one another through the use of writing, speaking, movement, eye gaze, and other visual forms Kress (2010) in Armfield (2011). Because it is connected to the internet network, this multimodality approach will significantly assist a teacher/professional lecturer's development in transferring knowledge and skills to students; thus, learning is not boring and can be repeated anytime and anywhere.…”

Section: Textual Meaningmentioning

confidence: 99%

“…This multimodal analysis has been used extensively, for example, in newspapers, photos, advertisements, illustrations, and in the same field of science. Technological advances, particularly in the printing industry, are the catalyst for the emergence of modern texts that are both verbal and visual, as developed by Kress & Leeuwen (2010) in Armfield (2011). This multimodal analysis is unquestionably appropriate for examining the text of teaching materials in the form of an e-book creator used as a student learning medium because of its ability to see the text as a whole, namely the roles played by verbal texts and visual texts and how their relationship in shaping and conveying the meaning of a visual text.…”

Section: Textual Meaningmentioning

confidence: 99%

“…The multimodal theory of communication is applied to the analysis and representation of online learning to investigate the use of semiotic resources. Kress and Van Leeuwen's (2010) in Armfield (2011) theory focuses on communication's semiotic resources and the communicative practices that use them, specifically how people use modes and media to interact in concrete instances of communicative practice. Communicative practices are made up of several layers, each contributing to meaning.…”

Section: Introductionmentioning

confidence: 99%

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Digital Based Learning Management With A Multimodal Approarch

Lestari

2022

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The purpose of this study is to examine digital-based learning management with a multimodal approach to transform teaching materials. This study involved a multimodal approach to meaning interpretation, applying three metafunction principles: ideational (representational), interpersonal (social relations), and textual (organizing text). Such three metafunctions are combined with text, image, sound, and video tutorial modes in teaching materials. This study included twelve students willing to answer five open-ended questions about digital teaching materials via Google forms. The study's findings identified student feedback assessing digital teaching materials, specifically: 1) teaching materials packaged in ebook creator; 2) integration of multimedia in teaching materials; 3) integration of digital storytelling in teaching materials; and 4) material by the lesson plan. This study has implications for digital-based teaching to transmit innovative and diverse knowledge.

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“…It is a theoretical approach, which brings all socially organized resources used by people to make meaning into one descriptive and analytical domain. This approach integrates visual communication to the study of discourse analysis by applying it to the social semiotic theory (a theory based upon meaning, social context, and cultural context) to understanding multimodality (Armfield, 2011). This theory is applicable in analyzing the data in this paper since the students' texts exhibit both written and visual communication.…”

Section: A Multimodal Social Semiotic Approachmentioning

confidence: 99%

An Analysis of the Intertextuality of Social Media Discourse of Chuka University Students on WhatsApp Platforms

Gervasio¹,

Aono²,

Kisala³

2021

IJLLT

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The earliest forms of the internet were developed in the 1960s whereas the first recognizable social media site was created in 1997. Since then, Social media has greatly influenced the way people communicate with one another and continues to gain popularity owing to the technological milestones made in the world of communication. As people communicate via social media interaction platforms, language naturally and inevitably experiences some changes. Therefore, there was a need to undertake a linguistic study to account for such changes and developments in language use. The main concern of this study was to analyze the university students’ social media discourse. The discourse analyzed sprung from the WhatsApp interaction platform. The WhatsApp groups utilized were those formed by Chuka University students in Tharaka Nithi County, Kenya. Particularly, the following objective guided the study: to demonstrate the intertextuality nature of social media discourse. The study employed a multimodal semiotic approach as the analytic tool. A descriptive research design and the qualitative technique were employed to analyze data. Both Snowball and purposive sampling procedures were used. Snowballing was used to establish the WhatsApp groups that were used by the students, while the purposive sampling procedure was used to selectively collect texts from WhatsApp groups. The texts that were purposively selected were those that demonstrated the intertextuality nature of social media discourse. The rationale for choosing WhatsApp was the fact that there was a paucity of linguistic studies based on this interaction platform despite its popularity. The study findings revealed that social media discourse exhibits intertextuality in which language is dexterously and creatively used. This study sheds light on language usage and its dynamics. It is hoped that it will enrich knowledge on Multimodality and Semiotic Theory.

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Multimodality: A Social Semiotic Approach to Contemporary Communication. By Gunther Kress

Cited by 327 publications

References 0 publications

Promoting Doctor-Patient Communication in Medical English Classroom Through Video as Pre- Activity

Promoting Doctor-Patient Communication in Medical English Classroom Through Video as Pre- Activity

Digital Based Learning Management With A Multimodal Approarch

An Analysis of the Intertextuality of Social Media Discourse of Chuka University Students on WhatsApp Platforms

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