This study looks at the interaction between the process of intersemiosis and resemiosis in multimodality. The importance of both phases is widely acknowledged as part of the meaning making process but many practical s...This study looks at the interaction between the process of intersemiosis and resemiosis in multimodality. The importance of both phases is widely acknowledged as part of the meaning making process but many practical studies focus on the first rather than the second. In particular this study looks at two groups of images about gender relations in Saudi Arabia following the post-2017 reforms of the male guardianship laws. One group are mostly made up of photographs and the second group of cartoons and posters. One important finding is that the latter tend to be less ambiguous in their semiotic structure than the former. In particular, there are instances in the first group where a standard study of intersemiosis indicates low modality but the image may be seen as inherently plausible by many observers. This suggests that while resemiosis can be applied to a single image it may be more appropriate as a tool when applied to an overall news article or set of images. In the same way that not all individual semiotic modes are complementary in how they build meaning, then it is possible for different images to be supportive, contradictory or unclear when studied in isolation.展开更多
The concept of authenticity has received much discussion in applied linguistics and educational studies.Valuable insights have been gained into how authenticity is problematised in language teaching and how to improve...The concept of authenticity has received much discussion in applied linguistics and educational studies.Valuable insights have been gained into how authenticity is problematised in language teaching and how to improve the situation by engaging learners with better-designed materials and activities.These achievements notwithstanding,empirical evidence remains insufficient to understand learners’meaning-making endeavours in real-life learning scenarios.The current study attempts to examine authenticity in additional language learning from a semiotic perspective,which may shed new light on the complex cognitive process of beginner learners’first encounter with a new language and how this process could be motivated and facilitated by teachers in a classroom setting.Evidence of semiotic articulation and production of authenticity from a low-pressure Spanish classroom is analysed focussing on cultural authenticity,interactive authenticity and authenticity of behaviour and engagement.The evidence is discussed to find how semiotic resources in combination with lived experiences may help learners’comprehension and appreciation of the target language and its culture.These findings reveal the relevance and value of semiotic approaches to language teaching research and provide practical implications for exposing pre-tertiary young learners to languages other than English for more diverse and extensive learning experiences.展开更多
This essay argues that poetic language offers the possibility of meaning and value,and simultaneously points beyond itself,to the limits of language,to a space differently confi gured as erasure,silence,the unsignifi ...This essay argues that poetic language offers the possibility of meaning and value,and simultaneously points beyond itself,to the limits of language,to a space differently confi gured as erasure,silence,the unsignifi able.What does it suggest,epistemologically and ontologically,if we acknowledge this double action of poetic language?What might this space beyond language be,and what difference does it make if we acknowledge this space?The essay examines four poems and the different ways in which they acknowledge such a space,drawing on the historically distinct approaches of Meister Eckhart and Jacques Derrida in order to ask what the space beyond language might be.The argument of the essay is that in acknowledging such a space something opens up for writers and readers of poetry:a different approach to knowing,and a potentially humbled ontological position.展开更多
文摘This study looks at the interaction between the process of intersemiosis and resemiosis in multimodality. The importance of both phases is widely acknowledged as part of the meaning making process but many practical studies focus on the first rather than the second. In particular this study looks at two groups of images about gender relations in Saudi Arabia following the post-2017 reforms of the male guardianship laws. One group are mostly made up of photographs and the second group of cartoons and posters. One important finding is that the latter tend to be less ambiguous in their semiotic structure than the former. In particular, there are instances in the first group where a standard study of intersemiosis indicates low modality but the image may be seen as inherently plausible by many observers. This suggests that while resemiosis can be applied to a single image it may be more appropriate as a tool when applied to an overall news article or set of images. In the same way that not all individual semiotic modes are complementary in how they build meaning, then it is possible for different images to be supportive, contradictory or unclear when studied in isolation.
基金support of the Interdisciplinary Research Team in Humanities and Social Sciences at Soochow University(Grant No.5033720623).
文摘The concept of authenticity has received much discussion in applied linguistics and educational studies.Valuable insights have been gained into how authenticity is problematised in language teaching and how to improve the situation by engaging learners with better-designed materials and activities.These achievements notwithstanding,empirical evidence remains insufficient to understand learners’meaning-making endeavours in real-life learning scenarios.The current study attempts to examine authenticity in additional language learning from a semiotic perspective,which may shed new light on the complex cognitive process of beginner learners’first encounter with a new language and how this process could be motivated and facilitated by teachers in a classroom setting.Evidence of semiotic articulation and production of authenticity from a low-pressure Spanish classroom is analysed focussing on cultural authenticity,interactive authenticity and authenticity of behaviour and engagement.The evidence is discussed to find how semiotic resources in combination with lived experiences may help learners’comprehension and appreciation of the target language and its culture.These findings reveal the relevance and value of semiotic approaches to language teaching research and provide practical implications for exposing pre-tertiary young learners to languages other than English for more diverse and extensive learning experiences.
文摘This essay argues that poetic language offers the possibility of meaning and value,and simultaneously points beyond itself,to the limits of language,to a space differently confi gured as erasure,silence,the unsignifi able.What does it suggest,epistemologically and ontologically,if we acknowledge this double action of poetic language?What might this space beyond language be,and what difference does it make if we acknowledge this space?The essay examines four poems and the different ways in which they acknowledge such a space,drawing on the historically distinct approaches of Meister Eckhart and Jacques Derrida in order to ask what the space beyond language might be.The argument of the essay is that in acknowledging such a space something opens up for writers and readers of poetry:a different approach to knowing,and a potentially humbled ontological position.
