Introduction: multimodal (inter)action analysis

Geenen, Jarret

doi:10.1515/mc-2023-0010

Cited by 2 publications

(1 citation statement)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, the study of images of people in Chinese studies seldom utilizes multimodal action theory -a three-dimensional approach that examines characters through their various mediational means. This stands in contrast to Western scholarship, where it is widely used [1,2,3,4,5,6,7,8,9,12,13,14].…”

Section: Introductionmentioning

confidence: 93%

Exploring Heroic Characters in Red Chinese Movies: A Multimodal Perspective

Wang¹,

Liu²

2023

EHSS

View full text Add to dashboard Cite

Red Chinese movies depict heroic individuals who make significant contributions to the nation, and these films play a vital role in constructing the national image of new China. This paper explores the images of heroic individuals in red Chinese movies using multimodal action theory. The findings indicate that these individuals are characterized by their selfless sacrifices for their country, fearless perseverance, embodiment of international communist ideals, and unwavering devotion and warmth. The study also reveals that facial expressions, body movements, and language serve as critical mediational means in shaping these characters, while other forms of mediation are underutilized. Recommendations include employing more mediational means to create more nuanced and complex characters in future red Chinese movies.

show abstract

Section: Introductionmentioning

confidence: 93%

Exploring Heroic Characters in Red Chinese Movies: A Multimodal Perspective

Wang¹,

Liu²

2023

EHSS

View full text Add to dashboard Cite

show abstract

Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching

Wigham,

Satar

2024

Multimodal Communication

View full text Add to dashboard Cite

Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern & Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).

show abstract

Introduction: multimodal (inter)action analysis

Cited by 2 publications

References 19 publications

Exploring Heroic Characters in Red Chinese Movies: A Multimodal Perspective

Exploring Heroic Characters in Red Chinese Movies: A Multimodal Perspective

Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching

Contact Info

Product

Resources

About