9. Multimodal pragmatics

O’Halloran, Kay; Tan, Sabine; E, Marissa K. L.

doi:10.1515/9783110214406.239

Cited by 3 publications

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“…Kress & van Leeuwen, 2001, 2006; O’Toole, 2011; van Leeuwen, 1999, 2005), as well as multimodal literacy practices in educational contexts (e.g. Jewitt, 2003, 2006; Jewitt & Kress, 2003; O’Halloran, Tan & E, 2014, 2015; O’Halloran, Tan & Smith, 2016; Unsworth, 2008b). From a social semiotic viewpoint, different semiotic resources are perceived to have different affordances and constraints with regards to what can and what cannot easily be expressed or represented in a given mode (e.g.…”

Section: A Multimodal Social Semiotic Approach: Theory and Applicationmentioning

confidence: 99%

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

Tan

O’Halloran

Wignell

2016

ReCALL

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Multimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example of Second Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities in Second Life highlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

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Section: A Multimodal Social Semiotic Approach: Theory and Applicationmentioning

confidence: 99%

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

Tan

O’Halloran

Wignell

2016

ReCALL

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“…(Jewitt, 2009: 24). Researching classroom communication has been a major concern, including teachers’ and pupils’ embodied interactions, usage of textbooks and illustrations, and how wall displays, furniture and artefacts anchor meanings (Kenner, 2004; Kress et al, 2005; O’Halloran, 2005). As Kress et al (2001) show in their study of science classrooms, teachers’ choices of representational mode – drawing cell-function as opposed to describing it, for instance – affects the kind of scientific knowledge produced.…”

Section: Three Approaches To Multimodal/multisensory Data: Definitionmentioning

confidence: 99%

Action, experience, communication: three methodological paradigms for researching multimodal and multisensory settings

Dicks

2013

Qualitative Research

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This article discusses three qualitative research traditions concerned with 'multimodal' and 'multisensory' methods, namely: i) ethnomethodology, ii) multisensory ethnography and iii) social semiotics. These have been selected not because they are the only research domains in which qualitative multimodal methodology is currently developing, but because a comparison between them allows for discussion of methodological and theoretical issues of key importance for advancing the field. Each is argued to rely on a distinctive underlying epistemological commitment -to the study of action, experience and communication, respectively. Each combines linguistic and non-linguistic data to try and get closer to the object of research, but involve different ontologies of closeness. The differences include how the object of research is defined, the role of context, the nature and locus of meaning, the nature of evidence and the relationship between researcher and the object/subject of research. These in turn have implications for how time and space are conceived. The discussion ends by indicating how the respective insights and advantages of each might be synthesised to suggest a new, integrated perspective for this kind of qualitative research.

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“…Here, the term mode refers to the semiotic channel (for example, words, sounds, images, colour and animation) we use to compose a text, while the related term media refers to the tools and material resources (for instance, books, radio, TV) used to produce and disseminate (multimodal) texts (O'Halloran 2004;Kress and Van Leeuwen 2006). The multimodal text is defined here as a text whose "meanings are realized through more than one semiotic mode" (Kress and Van Leeuwen 2006: 183).…”

Section: Introductionmentioning

confidence: 99%

The Visual Aspect of Translation Training in Multimodal Texts

Damaskinidis

2016

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Résumé de l'article Cet article explore la question de la formation en traduction dans des contextes multimodaux. Le texte multimodal est un canevas sémiotique complexe sur lequel interagissent de manière complexe divers systèmes de signification (mots, images, couleur, mise en page, etc.) afin de produire un sens cohérent. Ces interactions affectent la compréhension des textes multimodaux par les étudiants en traduction. Partant, leur formation doit également être orientée vers le visuel afin de leur permettre d'améliorer leur efficacité lorsqu'ils traitent ce type de textes. L'article est en premier lieu (mais pas exclusivement) centré sur le texte multimodal imprimé et examine la manière dont les divers aspects des éléments sémiotiques visuels en affectent l'enseignement de la traduction dans une autre langue. Un de ces aspects est celui des nouveaux défis que pose le visuel dans le domaine des études de traduction. Un deuxième aspect se réfère aux implications visuelles pour les formateurs et les étudiants en traduction. Un troisième aspect concerne le contexte multimodal plus large dans lequel ces derniers se trouvent et qui implique l'approche multimodale nécessaire dans la formation en traduction, le développement de la sensibilisation aux textes multimodaux et un certain nombre d'autres points tels que la créativité des étudiants et le rôle du spécialiste dans la classe de traduction. Enfin, des suggestions sont formulées concernant le développement ultérieur de domaines d'enseignement axés sur l'aspect visuel du texte multimodal. Meta LXI, 2, 2016 The Visual Aspect of Translation Training in Multimodal Texts george damaskinidisAristotle University of Thessaloniki, Thessaloniki, Greece damaskinidis@hotmail.com RÉSUMÉCet article explore la question de la formation en traduction dans des contextes multimodaux. Le texte multimodal est un canevas sémiotique complexe sur lequel interagissent de manière complexe divers systèmes de signification (mots, images, couleur, mise en page, etc.) afin de produire un sens cohérent. Ces interactions affectent la compréhension des textes multimodaux par les étudiants en traduction. Partant, leur formation doit également être orientée vers le visuel afin de leur permettre d'améliorer leur efficacité lorsqu'ils traitent ce type de textes. L'article est en premier lieu (mais pas exclusivement) centré sur le texte multimodal imprimé et examine la manière dont les divers aspects des éléments sémiotiques visuels en affectent l'enseignement de la traductio...

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9. Multimodal pragmatics

Cited by 3 publications

References 0 publications

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

Action, experience, communication: three methodological paradigms for researching multimodal and multisensory settings

The Visual Aspect of Translation Training in Multimodal Texts

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