Relevant bibliographies by topics / Social semiotic perspective

Academic literature on the topic 'Social semiotic perspective'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social semiotic perspective"

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Niu, Min, and Thawascha Dechsubha. "The semiotic dimension of contemporary pragmatics." Technium Social Sciences Journal 27 (January 8, 2022): 802–7. http://dx.doi.org/10.47577/tssj.v27i1.5651.

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Contemporary Pragmatics has the semiotic features from the respects of disciplinary naming, the means of development, and theoretical source to research object and method. It is not only an independent linguistics and language science, but also an interdisciplinary field and paradigm. This paper is to explore the semiotic features and dimensions of Pragmatics for tracing back the origin and the theoretical resources from semiotic perspective, and to define its research scope and clarify the connotation of its conception. As Semiotics has a triad dimension of semiosis, one of which is the “pragmatic dimension”. Therefore, contemporary pragmatics includes at least three semiotic dimensions: scientific semiotics, linguistic semiotics and social semiotics. The semiotic analysis of Pragmatics could be conducive to clarify and fix the semiotic and philosophical origin, definition, disciplinary connotation and meaning of Pragmatics, which is also theoretically helpful for clarifying the concepts for the study of philosophical pragmatism, pragmaticism, semiotics, semantics and syntax. Key Words: Semiotic, Pragmatics, Pragmaticism
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Lowe, Sid, Michel Rod, and Ki-Soon Hwang. "Understanding structures and practices of meaning-making in industrial networks." Journal of Business & Industrial Marketing 31, no. 4 (May 3, 2016): 531–42. http://dx.doi.org/10.1108/jbim-05-2015-0097.

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Purpose This paper aims to propose an approach for exploring industrial marketing network environments through a social semiotic lens. Design/methodology/approach This conceptual paper introduces social semiotic perspectives to the study of business/industrial network interaction. Findings This paper describes how structures of meaning derived from a cultural history of signification and interpretive processes of meaning in action are co-determined in social semiosis. The meaning of environments using this social semiotic approach is emphasised, leading us to explore the idea of the “atmosemiosphere” – the most highly complex business network level, in illustrating how meaning is made through structuration between structures of meaning and their enactments in interactions between actors within living business networks. Practical Implications Figurative language plays an important role in the structuration of meaning. This facilitates establishing plots and, therefore, in the actors’ capability to tell a story, which starts with knowing what kind of story can be told. By implication, the effective networker must be a consummate moving “picture maker” and, to do so, she must have competence in narrative, emplotment, myth-making, storytelling and figuration in more than one discursive repertoire. Originality/value In using a structurational discourse perspective informed by social semiotics, our original contribution is a “business networks as discursive constructions” approach, in that discursive nets, webs of narratives and stories and labyrinths of tropes are considered just as important in constituting networks as networks of actor relationships and patterns of other activities and resources.
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Andersen, Thomas Hestbæk, and Morten Boeriis. "Relationship/Participant Focus in Multimodal Market Communication." HERMES - Journal of Language and Communication in Business 25, no. 48 (October 25, 2017): 75. http://dx.doi.org/10.7146/hjlcb.v25i48.97427.

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In this article, we present an integrated multimodal method of analysing marketers’ discursive strategies. Using a social semiotic, multimodal framework, we propose ‘the relationship/participant focus analysis’ (RPF analysis). This method is socially significant in that it helps us identify the strategies marketers use to influence the consumer.RPF analysis reveals how marketing communication – exemplified with the register of packaging – relies on two fundamental factors, namely (i) communication perspective and (ii) personalisation. The communication perspective resides within the interpersonal realm of semiosis, focusing on the enactment of relationships, while personalisation resides within the ideational realm of semiosis, focusing on the construal of represented participants.RPF analysis suggests a way of tackling the multimodal complexity of marketing texts when these are seen as consisting of social semiotic acts of meaning, combining different semiotic resources. In the article, our focus is on the instantiated verbal and visual resources used on food packaging.
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Graves, Barbara. "Situated Cognition: Social, Semiotic and Psychological Perspective (Book)." Mind, Culture, and Activity 5, no. 3 (July 1998): 229–32. http://dx.doi.org/10.1207/s15327884mca0503_9.

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Martin, J. R. "Genre and language learning: A social semiotic perspective." Linguistics and Education 20, no. 1 (January 2009): 10–21. http://dx.doi.org/10.1016/j.linged.2009.01.003.

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Rozin, Vadim Markovich. "Semiotics as a philosophical and methodological, natural science and mathematical discipline (main stages of development and perspective)." Философия и культура, no. 6 (June 2022): 66–81. http://dx.doi.org/10.7256/2454-0757.2022.6.38261.

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The article examines the history of the development of the ideas of semiotics, from the works of St. Augustine to the present. The author shares the semiotic approach, which, judging by the literature, was formulated by Augustine, and semiotics as a scientific discipline, and in two versions, as an analogue of mathematics and natural science (we are talking about the "second nature", which is studied in the humanities and social sciences). The characteristic of the semiotic approach presented by Augustine in the scheme is given, which, the author shows, can be extended to various humanitarian objects (this is specifically demonstrated with respect to music). Based on the semiotic approach and classifications of signs, various variants of semiotics as a science were created in the XIX and XX centuries. The difference of scientific semiotics is explained: semiotics solved different problems and tasks, semiotically comprehended different subject areas, proceeded from a different understanding of science. Nevertheless, in all variants of semiotics, relations between the components of the sign were established. The semiotics reform project proposed by G.P. Shchedrovitsky is considered, and what came of it (another semiotics, and not the organization of different scientific semiotics on a single basis of the theory of activity). Based on the analysis of two cases (the semiotic analysis of the metaphor in the work of Meir Shalev "Esav" and the sculpture of Aphrodite Praxiteles), the author outlines another version of semiotics, which he calls "expressionism". Although the methodology proposed by him allows analyzing and comprehending a fairly wide range of expressions and works of art, the author suggests not to consider it universal.
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Aniek Nurhayati, Dwi Astiti Hadiska Putri, and Andin Desna Savitri. "Indonesian Takfiri Movement on Online Media in Umberto Eco's Semiotic Perspective." ISLAMICA: Jurnal Studi Keislaman 15, no. 2 (March 1, 2021): 195–222. http://dx.doi.org/10.15642/islamica.2021.15.2.195-222.

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In the era of online media, the Takfiri movement uses websites and social media to propagate its religious understanding. In Indonesia, they also do the same. Through a semiotic perspective, this paper seeks to question how communication and interpretation are carried out by Takfiri groups in producing signs, and how they express signs in online media. The relevance of Umberto Eco’s semiotics is due to its communicational character, and as a contemporary semiotic philosopher, Eco has reminded of how sign production is happening in the era of internet technology. With narrative and semiotic analysis methods, this paper draws data from online media in the form of websites and social media such as Twitter, Instagram and Facebook. The analysis shows that Takfiri content in online media, which creates radical attitudes in some circles of society, has been captured without a meaningful process, so there is no critical thinking process. The propaganda of Takfiri is expressed in the very well-known sentence, al-walā’ wa al-barā’, namely love and loyalty to believers and hate, and hostility to unbelievers, and it is a sign that Takfirism is an ideology whose followers are ready to commit violence in the name of religion.
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Fang, Y. Q. "The Sociosemiotic Approach to Translation." International Journal of Social Sciences and Artistic Innovations 1, no. 1 (September 30, 2021): 42–48. http://dx.doi.org/10.35745/ijssai2021v01.01.0007.

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Sociosemiotics takes all the signs in human society into consideration including linguistic signs and social-cultural signs. There is still some limitation in the semiotic theory of Morris. The limitation of semiotics urges a new perspective to think over the relationship between language and social culture. Under this circumstance, sociosemiotics was developed on the basis of semiotic theory. This paper tries to apply sociosemiotics approach to translation. It is found in the study that the sociosemiotic approach takes into consideration all the signs in human society including linguistic and social-cultural signs. Translating thus is regarded as the message transition between two semiotic systems. Translation study based on sociosemiotics has become a new research sphere along with linguistics, philosophy, aesthetics, psychology and sociology. The development and perfection of sociosemiotics inspire researchers to interpret the meaning of the text in a wider web of relationships among language, culture, psychology, and society. The equivalence translation from a sociosemiotic perspective can be applied in different discourses such as legal translation, foreign news translation, English business advertisements, to name just a few.
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Puumeister, Ott, and Andreas Ventsel. "Biopolitics Meets Biosemiotics: The Semiotic Thresholds of Anti-Aging Interventions." Theory, Culture & Society 35, no. 1 (January 25, 2017): 117–39. http://dx.doi.org/10.1177/0263276416687375.

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Biosemiotics and the analysis of biopower have not yet been explicitly brought together. This article attempts to find their connecting points from the perspective of biosemiotics. It uses the biosemiotic understanding of the different types of semiosis in order to approach the practices of biopower and biopolitics. The central concept of the paper is that of the ‘semiotic threshold’. We can speak of (1) the lower semiotic threshold, signifying the dividing line between non-semiosis and semiosis; and (2) the secondary semiotic thresholds, signifying the borders between different types (iconic, indexical, symbolic) of semiosis. Speaking in terms of types of semiosis means speaking in terms of different capabilities for normativity, which is why the article uses the approaches of Michel Foucault on normalization in biopower and of Georges Canguilhem on organismic normativity. As an example on which biopolitics and biosemiotics could connect, the discourse of regenerative and anti-aging medicine is used.
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Sandu, Antonio. "Neurolinguistic Programming - a Form of Social Semiotics." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 290–307. http://dx.doi.org/10.18662/brain/13.2/344.

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The constructionist social semiotics that we propose in this paper understands social action from the perspective of communicative syntax, based on the concept of an interpretive adrift that takes place at the interface between emiter and receiver depending on the semantic context in which various constructs are formed and modified. In this paper, we will show that the origins of constructionist social semiotics can be found in neurolinguistic programming - namely in identifying sensory predominance and sensory channels as instances of the social and communicative construction of "reality" - as an intersubjective map applied to a "territory" built from social interactions. Social phenomena are symbolically approximated, which is why the semiotic interpretation of the social takes into account the predominantly subjective nature of the processes of self-construction and contraction of reality for the subject. The article reviews a series of socio-anthropological elements related to sensory channels from the perspective of the social construction of reality and contributes to clarifying the role of NLP theories in the development of an epistemology and social constructionist semiotics, respectively.
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Dissertations / Theses on the topic "Social semiotic perspective"

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Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." University of Sydney, 2007. http://hdl.handle.net/2123/1859.

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Doctor of Philosophy (PhD)
The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.
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Feez, Susan. "Montessori's mediation of meaning a social semiotic perspective /." Connect to full text, 2007. http://hdl.handle.net/2123/1859.

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Thesis (Ph. D.)--University of Sydney, 2007.
Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliographical references. Also available in print form.
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Fredlund, Tobias. "Exploring physics education using a social semiotic perspective : the critical role of semiotic resources." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195293.

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Chapman, Anne Patricia. "Language practices in school mathematics: A social semiotic perspective." Thesis, Chapman, Anne Patricia (1992) Language practices in school mathematics: A social semiotic perspective. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/51526/.

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This thesis investigates the relationship between language and learning in school mathematics. It is argued that there is a- recent trend in perspectives on the study of language and mathematics away from early constructivist-oriented approaches towards a concern with the social, interactive nature of meaning and learning. Following this trend, this thesis works within a social semiotic perspective to argue that mathematical meanings are constructed in part through specific language practices and formations. Moreover, it is argued that learning mathematics requires transformational shifts between 'less mathematical' language and 'more mathematical' language. An empirical investigation was made of the spoken language of the teacher and learners in a Year Nine mathematics class over a ten week school term. Close analyses of transcripts provide a descriptive account of the language practices characteristic of school mathematics. Multiple transformational shifts between less mathematical language and more mathematical language are found to be a dominant feature. Transformational strategies of the teacher, and student responses, are identified. A model is proposed where mathematical meanings are constructed within the shift towards increasingly mathematical language.
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Grunschy, Maria Isabel Tubino. "Analyzing Tarsila do Amaral's paintings from a social semiotic perspective." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90593.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-23T12:43:44Z (GMT). No. of bitstreams: 1 242895.pdf: 1579818 bytes, checksum: dd772ba7690c7f8d7090cee6ff2b1d6b (MD5)
Esta dissertação investiga três pinturas de Tarsila do Amaral, Carnaval em Madureira, Abaporú, e Operários a partir de uma análise no âmbito da semiótica social com o propósito de estudar como as artes visuais bem como outros tipos de comunicação visual transmitem significados relacionados com os aspectos sócio-culturais da sociedade em que são produzidos. O estudo enfatiza a importância da arte na história da humanidade e sua relação com paradigmas culturais desde a arte pré-histórica até a arte contemporânea. As obras de Tarsila do Amaral foram escolhidas como objeto de estudo desta dissertação com o objetivo de investigar a arte de uma pintora brasileira que se esforçou para conectar o Brasil ao Modernismo europeu no começo do século XX, mesmo tendo que enfrentar eventuais preconceitos que seu estilo de vanguarda pudesse causar. A análise visual teve como apoio a gramática visual de Kress and van Leeuwen (1996) a qual é baseada na gramática sistêmica funcional (SFL) de Halliday (1978,1994). Com esta base teórica, o estudo faz uma descrição do Contexto da cultura no qual Tarsila do Amaral estava inserida quando iniciou sua carreira de pintora e depois também descreve as estruturas (os significados Represetacionais, Interacionais e Composicionais) que operam nas três pinturas acima mencionadas. Esta análise contribuiu para a descoberta de importantes significados sócio-culturais inseridos nas pinturas de Tarsila do Amaral, tais como a presença do Modernismo e os problemas sociais relacionados com a industrialização no país. Outras áreas acadêmicas, além de lingüística, tais com História da Arte, História do Brasil e Artes Visuais foram usadas na pesquisa aqui desenvolvida num trabalho interdisciplinar. Os resultados sugerem: a) que as pinturas de Tarsila do Amaral (como qualquer tipo de comunicação visual) estão relacionadas com o contexto sócio-cultural da sociedade na qual foram produzidas e b) que o letramento visual pode, então, contribuir para que tenhamos uma melhor compreensão da sociedade contemporânea.
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Echard, William B. "Neil Young, embodiment, and stylistic diversity, a social semiotic and musicological perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.

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Echard, William B. "Neil Young, embodiment, and stylistic diversity a social semiotic and musicological perspective /." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.

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Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.

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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.
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NOBREGA, ADRIANA NOGUEIRA ACCIOLY. "NARRATIVE AND EVALUATION IN THE CONSTRUCTION OF PEDAGOGIC KNOWLEDGE: A SOCIAL-CULTURAL AND SOCIAL-SEMIOTIC PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13947@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O objetivo deste estudo é investigar as narrativas orais de experiências pessoais produzidas em sala de aula, enfocando esta prática discursiva como um lócus para o processo de socioconstrução do conhecimento pedagógico. A arquitetura teórica da pesquisa baseia-se na teoria sociocultural (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells e Claxton, 2002), desenvolvida a partir de trabalhos de Vygotsky ([1984]1998, 2001); na perspectiva sistêmico-funcional (Halliday e Hasan, 1989; Halliday e Matthiessen, 1999; Eggins, 2004), sendo a linguagem considerada como ferramenta semiótica mediadora no processo de socioconstrução do conhecimento pedagógico; e na visão socioconstrucionista da narrativa como prática social (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Seis aspectos são considerados para a caracterização do discurso narrativo: integração ao discurso pedagógico, espontaneidade, não-consciência, tempo narrativo, reportabilidade e avaliação, sendo esta enfocada sob dois paradigmas teóricos: abordagens sociolinguísticas (Labov e Waletzky, 1967; Labov, 1972; Linde, 1997); e teoria da valoração (Martin, 2001, 2006; Martin e White, 2005). Fragmentos de aulas de Pragmática em um curso de pós-graduação em uma universidade do Rio de Janeiro foram selecionados como instanciações da prática narrativa. Nove alunos de mestrado, oito de doutorado, incluindo a alunapesquisadora, e uma professora participaram da pesquisa como interlocutores narrativos. A análise desenvolvida baseia-se em uma abordagem sócio-histórica como orientadora da pesquisa qualitativa (Freitas, 2002; André, 2001) e os trechos narrativos são investigados quanto à sua conexão com o discurso do conteúdo pedagógico, quanto à estrutura narrativa laboviana, e quanto a elementos avaliativos, que se mostraram altamente relevantes para a negociação e socioconstrução de conhecimento. Os resultados da análise revelam também o caráter multifuncional das práticas narrativas no contexto pedagógico, bem como características peculiares das narrativas orais produzidas em sala de aula, as quais atuam como via de mão dupla no processo de construção social do conhecimento pedagógico, uma vez que, através dos relatos de histórias particulares, a experiência constrói o conhecimento formal (instrucional/pedagógico) e este, por sua vez, ajuda na possível compreensão da experiência vivida, unindo o individual ao coletivo.
The purpose of this study is to investigate narratives of personal experience produced in the classroom, focusing on this discursive practice as a locus for the process of social construction of pedagogic knowledge. The theoretical architecture built in this research is based on the social-cultural theory (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells & Claxton, 2002) developed from Vygotsky’s principles ([1984]1998, 2001); the systemic-functional approach (Halliday & Hasan, 1989; Halliday & Matthiessen, 1999; Eggins, 2004), which considers language as a semiotic mediating tool in the (co)construction of pedagogic knowledge; and the social constructionist notion of narrative as social practice (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Six aspects are considered to classify narrative discourse: spontaneity, unconsciousness, integration with pedagogic discourse, narrative time, evaluation, and reportability. Evaluation is examined under two theoretical paradigms: sociolinguistics (Labov & Waletzky, 1967; Labov, 1972; Linde, 1997); and appraisal theory (Martin, 2001, 2006; Martin & White, 2005). Fragments of postgraduate Pragmatics lessons offered at a university in Rio de Janeiro were selected as instantiations of narrative practice. One professor, nine master’s and eight doctoral students, including the researcher herself, took part in this study as narrative interlocutors. The analysis follows a qualitative methodology based on a social-historical approach (Freitas, 2002; André, 2001). The selected extracts were analyzed concerning their connection to pedagogic discourse, Labov’s (1972) narrative structure, and evaluative aspects, which turned out to be highly relevant in the process of meaning negotiation. Results of the analysis also show the multifunctional nature of narrative practices in the pedagogic setting, as well as specific features of classroom narratives, which act as a two-way route in the process of social construction of pedagogic knowledge. Through the telling of experiences in personal stories, formal (educational/pedagogic) knowledge is constructed and, in return, it helps the narrator understand the lived experience, joining the individual to the collective.
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Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs a social semiotic perspective /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy to the, College of Arts, School of Humanities and Languages, University of Western Sydney. Includes bibliographical references.
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Books on the topic "Social semiotic perspective"

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Ruqaiya, Hasan, and Deakin University. School of Education. Open Campus Program., eds. Language, context, and text: Aspects of language in a social-semiotic perspective. [Deakin, Vic., Australia]: Deakin University Press, 1985.

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Lessons from a Quechua Strongwoman: Ideophony, Dialogue, and Perspective. Tucson: University of Arizona Press, 2010.

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Lier, Leo Van. The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic, 2004.

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L'homme trace: Perspectives anthropologiques des traces contemporaines. Paris: CNRS éditions, 2011.

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Langage et action sociale: Aspects philosophiques et sémiotiques du langage dans la perspective de l'ethnométhodologie. Fribourg, Suisse: Editions universitaires, 1986.

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New discourse on language: Functional perspectives on multimodality, identity, and affiliation. London: Continuum, 2010.

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Rajandran, Kumaran, and Shakila Abdul Manan. Discourses of Southeast Asia: A Social Semiotic Perspective. Springer Singapore Pte. Limited, 2020.

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Rajandran, Kumaran, and Shakila Abdul Manan. Discourses of Southeast Asia: A Social Semiotic Perspective. Springer, 2019.

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Huisman, Rosemary. Narrative Worlds and the Texture of Time: A Social-Semiotic Perspective. Routledge, Chapman & Hall, Incorporated, 2022.

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Huisman, Rosemary. Narrative Worlds and the Texture of Time: A Social-Semiotic Perspective. Taylor & Francis Group, 2022.

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Book chapters on the topic "Social semiotic perspective"

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Kress, Gunther, Jeff Bezemer, Sophia Diamantopoulou, Carey Jewitt, and Diane Mavers. "A social semiotic perspective on learning." In Learning as Social Practice, 70–102. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Foundations and futures of education: Routledge, 2021. http://dx.doi.org/10.4324/9781003139188-4.

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Matthiessen, Christian M. I. M. "Language Use in a Social Semiotic Perspective." In The Routledge Handbook of Pragmatics, 459–89. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Handbooks in applied linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315668925-34.

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Mickan, Peter. "A social semiotic perspective on language teaching." In Researching Chinese Language Education, 46–58. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315618128-3.

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Lemke, Jay L. "Cognition, Context, and Learning: A Social Semiotic Perspective." In Situated Cognition, 37–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003064121-3.

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Catellani, Andrea, and Øyvind Ihlen. "CSR Communication from a Rhetorical and Semiotic Perspective." In The Routledge Handbook of Corporate Social Responsibility Communication, 34–45. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003184911-5.

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Archer, Arlene, and Anders Björkvall. "Discourses in and Around Upcycled Artefacts: A Social Semiotic Perspective." In Lecture Notes in Production Engineering, 29–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72640-9_6.

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Kryssanov, Victor V., Masayuki Okabe, Koh Kakusho, and Michihiko Minoh. "Communication of Social Agents and the Digital City — A Semiotic Perspective." In Lecture Notes in Computer Science, 56–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45636-8_5.

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Ng, Carl Jon Way. "Governing (Through) Affect: A Social Semiotic Perspective of Affective Governance in Singapore." In Discourses of Southeast Asia, 23–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9883-4_2.

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Kress, Gunther. "Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning." In Educational Assessment in the 21st Century, 19–41. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9964-9_2.

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Mickan, Peter. "Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy." In Text-Based Research and Teaching, 15–35. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_2.

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Conference papers on the topic "Social semiotic perspective"

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"SOCIO-TECHNICAL FACTORS INFLUENCING SOCIAL MEDIA ADOPTION IN BUSINESS - A Semiotic Perspective." In 12th International Conference on Informatics and Semiotics in Organisations. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003269801410148.

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Reswari, Cinthia, Dwi Rukmini, Helena I. R. Agustien, and Djoko Sutopo. "Vocational High School Students’ Perception Towards English Learning Materials Based on the Social Semiotic Perspective." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.060.

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Fatimah, Siti, Joko Nurkamto, Budi Setiawan, and Ngadiso Ngadiso. "Multicultural Values on Poetry Collection of Air Kata Kata by Sindhunata in Social Semiotic Perspective." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281676.

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Prastiwi, Chyntia Heru Woro, Dwi Rukmini, Mursid Saleh, Puji Astuti, and Chyntia Heru Woro Prastiwi. "Teaching 21st Century Skills to Engineering Students Through Project-Based Learning (Social Semiotic Perspective)." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.059.

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Sun, Fangmin. "Meaning Constructed by Images in Cross-border E-business Websites-A Case Study in China from Social-semiotic Perspective." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.44.

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KARAS, Anatoliy. "HAPPINESS AS FATE, SENSE, MEANING, AND ALLOTMENT." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.33.

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Abstract:
Happiness, as a semiotic object, is a multifaceted and shimmering nuance of the phenomenon of personal self-fulfillment and social transformation. Human is born neither free nor happy. However, she is born with the gift of life, although "abandoned" in the contingent destiny, but able to overcome it and gratefully pass it on to others. From this perspective, we have good reason to expect that "human is born for happiness." She can become happy by understanding and overcoming her natural limitations on the path to inner freedom and a positive presence in another person's life. Happiness means discovering our creative possibilities to become ourselves, receiving the joy of the fullness of life.
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Haryani, Heni. "Campaign of Waste Management Program in Bandung City in a Semiotics Perspective." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019702680274.

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Tao, Hui, and Wen-Jiao Li. "Female Body Damage and Decorative Behaviour from the Perspective of Semiotics." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.121.

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Li, Yanni, Jingyu Yang, Jiayin Li, Yiqun Liu, and Peiyu Li. "On Indirectness in English and Chinese Advertising Language from the Perspective of Semiotics." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.245.

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You, Xingyao, and Wentao Li. "Research on the Design of Talisman Cultural Products from the Perspective of Semiotics." In 2021 International Conference on Culture, Design and Social Development (CDSD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220109.074.

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