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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." Thesis, The University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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This thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." University of Sydney, 1991. http://hdl.handle.net/2123/2297.
Full textAbstract:
Doctor of PhilosophyThis thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Paglamidis, Konstantinos. "Semiotics of Humanitarian Photography." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22424.
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Communication campaigns by major organizations in the field of development have been heavily dependent on humanitarian photography to motivate and attract donors. This genre of photography serves its purpose by informing, surprising and attracting the attention of a broad audience. It captures real life and real problems people in need have to deal with in remote areas of the world. This paper delves into the use of visual semiotics in the context of humanitarian photography and for the purpose of fund-raising by case study research of recent communication campaigns as implemented by major players in the field such as the International Committee of the Red Cross, the Global Fund to Fights AIDS, Tuberculosis and Malaria, Doctors without Border, CARE and Save the Children. The purpose is to identify key issues which allow for the elicitation of a sign framework specific to the fund-raising genre and its idiosyncratic use of visual signs in photography based on a broad theoretical basis of semiotics. The analysis focuses on the content and methods of signification of photography in each case study. The effectiveness of humanitarian photography and important aspects of its function is discussed in the scope of its use as a communication medium for development.
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Shin, Priscilla Zhi-Xian. "The Semiotics and Social Practices of Constructing a "Proper" Singaporean Identity." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10982557.
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This dissertation investigates the semiotic resources that Singaporeans combine, balance, and negotiate in order to enact a “proper” Singaporean identity. The analysis considers a variety of semiotic resources, ranging from fine-grained phonetic variables to language varieties to education or career paths. The meaningful organization and use of these semiotic resources are situated within Singapore’s broader sociopolitical discourses of nationhood, that is, how Singaporeans perceive themselves as a nation and citizens of that nation according to participation—or non-participation—in institutional discourses. I show how the notion of being “proper” as well as evaluations of “properness” are associated with social and linguistic practices that index (Silverstein 2003) meanings of being global and local, often simultaneously or in balance. Furthermore, this work extends Eckert’s (2008) concept of indexical fields , acknowledging that variables index multiple social meanings, any one of which have the potential to be activated in use. In the enactment of a “proper” identity, I investigate how these meanings are continuously co-constructed in interaction (Bucholtz and Hall 2005).
The (re-)production of “proper” ways of speaking and being are part of the processes of enregisterment (Agha 2007), via a semiotic repertoire, which is then available for public circulation and performable cultural models of behavior. This work examines the range and flexibility of resources that constitute a semiotic repertoire through a combination of qualitative and quantitative analyses—connecting macro-level discourses, such as the circulation of sociocultural stereotypes, to variation in speakers’ day to day language use, including micro-level investigations, such as the perception of voice onset time in Singapore English. This work highlights the many ways in which social identities and meanings are contextualized in and emerge out of interactions that regiment and discipline the behaviors of the self and others.
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Burke, Eliza 1973. "Celebrity anorexia : a semiotics of anorexia nervosa." Monash University, School of Literary, Visual and Performance Studies, 2003. http://arrow.monash.edu.au/hdl/1959.1/7602.
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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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Rennie, Tarryn. "The interplay of social semiotics in selected examples of experiential brand marketing." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/3695.
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As with the traditional form of print advertising, advertisements were, and still are designed in a particular way to attract the viewer’s attention and direct the attention towards a specific area within the framework of the advertisement. However, besides print advertising, today’s markets require further interaction with consumers and the public at large. This has given rise to the use of experiential brand marketing whereby consumers interact with the brand in out-of-context situations. The advancement of technology has enabled user experiences to go beyond the traditional forms of branding such as television, print, radio and even on-line advertising, websites and so forth and users are able to upload experiential brand experiences instantly on social networking sites. This, in turn, has indicated that marketers need to take full advantage of social networking, PR and audience interaction with brands. Theo Van Leeuwen & Gunther Kress (2005:7) investigated the context of ‘framing’ in visual communication where elements either have some kind of ‘connectedness’ or ‘disconnectedness’. This study focuses on the context of Van Leeuwen’s (2005:7) ‘framing’ of traditional print magazine designs to the environments or brandscapes in which experiential brand activations are taking place. According to Lenderman (2006:52), experiential marketing requires person-to-person networking with consumers who use sophisticated networking tools for respectful conversations between the consumer and the brand. Not only is this a cost effective solution to making a relatively unknown brand reach the masses, but it also allows an opportunity of immediate audience participation and instant recording of data that can spread across a global network. The theoretical base of social semiotics, underpinned by Van Leeuwen’s theory of ‘framing’, forms the theoretical basis of this study, with case studies of various experiential brand activations being analysed. An analysis of the environment in which the brand experience takes place, along with consumer reactions and their reactions to the overall brand experience in terms of experiential branding is studied. The aim of this research is to identify how the interplay of social semiotics could be used to interpret the current trend of user brand experiences in terms of experiential, interactive marketing.
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Elsley, Judith Helen 1952. "The semiotics of quilting: discourse of the marginalized." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/565534.
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Daly, Tricia School of Media Film & Theatre UNSW. "Representing the human body ??? science as social meaning." Awarded by:University of New South Wales. School of Media, Film and Theatre, 2006. http://handle.unsw.edu.au/1959.4/23293.
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Representing the human body ??? science as social meaning adopts and develops systemic functional social semiotics to analyse the popular science texts, The Human Body, Superhuman, Human Instinct, Brain Story, The Secret Life of Twins and How to Build a Human. These are predominantly produced through the resources of the Wellcome Trust and/or the BBC/TLC (The Learning Channel), and feature celebrity doctors (Robert Winston) or scientists (Susan Greenfield) as presenters. Adopting a modified and expanded systemic functional semiotics derived from Kress and van Leeuwen (1996, 2001), it is argued that these texts share a logic that displaces social/historical time (including broader historical and social struggles) by constructing the apparent timelessness of middle-class families, by metaphor and abstraction. Central to the temporalities of these programmes is the notion of ???going back??? to the familial in which conscious (patriarchal) time is seen as ???male??? and the unconscious timeless is seen as ???female???. Second, the penetrative digital modes of the programmes imagine different, if conventional, genders, emphasising the interior and inertial female. The popular medical science discourses highlighted in the analysis constitute an unconscious set of taken-for-granted socio-political contexts in which medical and bioscientific knowledge is paraded and celebrated. Narrative resolution of the contradictions inherent in the contextual refrain of contemporary global capitalism is largely achieved through time by the semiotic realisation of ???going back??? to evolutionary, genetic, and (hence to) essential time and to abstracted spatial metaphors. The production origins (British, multi-national) of the factual science documentary prefigure or pre-structure the genre???s conservative colonising discourse around gender, ???race??? and evolution that are developed as social, political or even military metaphors.
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Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1859.
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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 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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Nilsson, Pierre, and Karl Längberg. "Multimodalitet i klassrummet." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24060.
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The goal and purpose of this essay is to study if and how multimodality is used within a Swedish school in Kalmar. This is accomplished by observing the different modalities inside the classroom and how the use of different modalities affects the teaching. Unstructured observations combined with a material-based thematic presentation leads up to an analysis based on social semiotics and multimodality. The essay shows how the teaching uses lots of modalities: sound, images, movies, speeches and literary text in lots of different ways. These different types of modalities are used in a multimodal context, providing good conditions for learning.
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Hartman, Geraldine. "A social semiotic analysis of healthcare signage at selected public and private hospitals in the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7238.
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Magister Artium - MAThe study focuses on the application and use of linguistic landscapes in health institutions. Furthermore, the research is centred on a social semiotic analysis of the healthcare signage at selected public and private hospitals in the Western Cape with comparisons being drawn between Melomed Private Hospital and Tygerberg Academic (Public) Hospital. Access to healthcare facilities in South Africa is a continuing concern in terms of gaining healthcare information and services. Currently, most research in the area of access to healthcare facilities and information focuses on the limitations and challenges of access to the health services and information in rural areas of South Africa. There is limited research that focuses on the influence spatial material in place and linguistic landscapes have on access to hospital facilities within urban areas, in the Western Cape. The research is an explorative and analytic study of the official or formal as well as unofficial or informal signage at a private hospital (Melomed) and a public hospital (Tygerberg academic hospital) in the Western Cape. The research is based on the tenets of social semiotic theory of multimodality and linguistic landscapes and multilingualism theorems. The conceptual framework of the study includes subtopics such as navigation/way-finding, placement of signage, and language diversity and health signage among others. The data for the research project is of a qualitative nature and, is concerned with understanding the process and the social and cultural contexts which underlie the production and consumption of unofficial and informal signage at a private hospital (Melomed) and a public hospital (Tygerberg academic hospital) in the Western Cape Province. Linguistic Landscapes (LL) utilises signs and symbols to communicate messages to the public. Signage are an expected and common feature within both private and public health institutions and are classified in accordance with the message(s) it intends to convey. These signs and symbols are used to communicate messages or directions to the public in the absence of hospital personnel. During the presentation and analysis of the data, the differences and similarities between Melomed private hospital and Tygerberg academic (public) hospital were looked at. The data presented that Tygerberg academic (public) hospital has a vast amount of informal signs constructed in and around its hospital buildings with a mixture of older and new signs displayed, often next to each other. Therefore, it became evident that Tygerberg hospital does not have a uniformed standard when it comes to its LL. In contrast, Melomed private hospital’s signs are constructed from the same grey metallic materials and are displayed with a singular text format. Furthermore, it was discovered that Melomed only utilise one official business language, English, unlike Tygerberg who strives to use the three official languages, English, Afrikaans and IsiXhosa, prevalent in the Western Cape region. Additionally, Tygerberg academic (public) hospital’s irregular placement of signage demonstrated to be another complex facet. This complexity was partially attributed to its complex structural layout and building design. Melomed’s strategically placed signage, as opposed to Tygerberg, led to the conclusion that the placement of signs, symbols and directories at hospitals can impede or aid the navigation and information provision. The impediment of navigation and information provision can cause visitors, patients and staff extra anxiety which can prolong their arrival at their destination. Moreover, the study concludes that no provisions were made at both Tygerberg and Melomed hospitals to adapt to the recent demographical changes in terms of the influx of migrants and foreign nationals and that the geographical locations of health institutions have a major impact on access to its products and services.
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Stenglin, Maree Kristen. "Packaging curiosities : towards a grammar of three-dimensional space." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/635.
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Western museums are public institutions, open and accessible to all sectors of the population they serve. Increasingly, they are becoming more accountable to the governments that fund them, and criteria such as visitation figures are being used to assess their viability. In order to ensure their survival in the current climate of economic rationalism, museums need to maintain their audiences and attract an even broader demographic. To do this, they need to ensure that visitors feel comfortable, welcome and secure inside their spaces. They also need to give visitors clear entry points for engaging with and valuing the objects and knowledge on display in exhibitions. This thesis maps a grammar of three-dimensional space with a strong focus on the interpersonal metafunction. Building on the social semiotic tools developed by Halliday (1978, 1985a), Halliday and Hasan (1976), Martin (1992) and Matthiessen (1995), it identifies two interpersonal resources for organising space: Binding and Bonding. Binding is the main focus of the thesis. It theorises the way people's emotions can be affected by the organisation of three-dimensional space. Essentially, it explores the affectual disposition that exists between a person and the space that person occupies by focussing on how a space can be organised to make an occupant feel secure or insecure. Binding is complemented by Bonding. Bonding is concerned with the way the occupants of a space are positioned interpersonally to create solidarity. In cultural institutions like museums and galleries, Bonding is concerned with making visitors feel welcome and as though they belong, not just to the building and the physical environment, but to a community of like-minded people. Such feelings of belonging are also crucial to the long-term survival of the museum. Finally, in order to present a metafunctionally diversified grammar of space, the thesis moves beyond interpersonal meanings. It concludes by exploring the ways textual and ideational meanings can be organised in three-dimensional space.
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Stenglin, Maree Kristen. "Packaging curiosities : towards a grammar of three-dimensional space." University of Sydney. Linguistics, 2004. http://hdl.handle.net/2123/635.
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Western museums are public institutions, open and accessible to all sectors of the population they serve. Increasingly, they are becoming more accountable to the governments that fund them, and criteria such as visitation figures are being used to assess their viability. In order to ensure their survival in the current climate of economic rationalism, museums need to maintain their audiences and attract an even broader demographic. To do this, they need to ensure that visitors feel comfortable, welcome and secure inside their spaces. They also need to give visitors clear entry points for engaging with and valuing the objects and knowledge on display in exhibitions. This thesis maps a grammar of three-dimensional space with a strong focus on the interpersonal metafunction. Building on the social semiotic tools developed by Halliday (1978, 1985a), Halliday and Hasan (1976), Martin (1992) and Matthiessen (1995), it identifies two interpersonal resources for organising space: Binding and Bonding. Binding is the main focus of the thesis. It theorises the way people�s emotions can be affected by the organisation of three-dimensional space. Essentially, it explores the affectual disposition that exists between a person and the space that person occupies by focussing on how a space can be organised to make an occupant feel secure or insecure. Binding is complemented by Bonding. Bonding is concerned with the way the occupants of a space are positioned interpersonally to create solidarity. In cultural institutions like museums and galleries, Bonding is concerned with making visitors feel welcome and as though they belong, not just to the building and the physical environment, but to a community of like-minded people. Such feelings of belonging are also crucial to the long-term survival of the museum. Finally, in order to present a metafunctionally diversified grammar of space, the thesis moves beyond interpersonal meanings. It concludes by exploring the ways textual and ideational meanings can be organised in three-dimensional space.
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Sepehr, Parisa. "Semiotics and Marketing : A Case Study of the Renault Co. on Iranian Market." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69205.
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Jean Baudrillard (1968) suggests that “An object (Fr. objet) must become a ‘sign’ in order to be consumed” (Umiker-Sebeok 46). Following Baudrillard, the aim of this study is to investigate how considering a product as sign is associated with product consumption and consequently how marketers apply semiotics to analyse a product and a market in order to know customer’s needs and to understand the market potential. Manufacturers exploit customers’ needs and the market potential to launch a new product or modify their current products. From this, the customers’ buying intentions can be raised and a product will be consumed. In this case, the importance role of the semiotics as a tool in marketing comes into consideration. Moreover, the fundamental role of interpretation as culture specific in order to make signs meaningful is an important aspect of the semiotic analysis of product and market.
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Grevlind, Andreas, and Anna Svensson. "En studie om Socialdemokraterna och Moderaternas användning av Instagram under valkampanjandetår 2014." Thesis, Uppsala universitet, Institutionen för informatik och media, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-242261.
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Undersökningen kartlägger innehållet på en latent och manifest nivå i de fotografier och texter som Moderaterna och Socialdemokraterna distribuerat genom Instagram som politisk kommunikationskanal under val-kampanjandet år 2014. Frågan är om avsändaren uppmanar till aktion och i så fall, hur? På vilket sätt framtonas respektive partiordförande? Och på vilket sätt innehåller kommunikationsbudskapet sakpolitiska frågor? Fyra legitima strategier för valkampanjande på Internet har använts och en kvantitativ innehållsanalys av de 143 bilder och texter som Socialdemokraterna och Moderaterna distribuerat under perioden 1e januari till 13e september har legat till grund för undersökningen. I ljuset av teorin om framing och semiotik analyserades resultatet och de centrala upptäckterna är att de båda partierna till största del använder respektive Instagram-konto som en nyhetskanal i vilken dem informerar om samtida politiska aktiviteter. Instagram erbjuder de politiska partierna en möjlighet att involvera, informera, mobilisera och ansluta sina väljare utan censurering och filtrering från traditionell media. Denna uppsats redogör vidare för den potential Instagram som politisk kommunikationskanal har i svensk kontext.This paper is mapping the content on a latent and manifest level in the pictures and texts, which have been distributed via Instagram as a political communication channel by Moderaterna and Socialdemokraterna during the Swedish election campaign in 2014. Does the sender invite the receiver to act? And in which ways are the prime minister candidates perceive in terms of salience? And in which way does the content discuss political issues in terms of salience? The theory of semiotics has been used when operationalization of the issue, on which a quantitative content analysis consisting of 143 images and text fragments that Socialdemokraterna and Moderaterna uploaded during the period 1st January to 13th September 2014 has been the basis for this research paper. In light of the framing theory the result and the key findings is that the two parties for the most part uses the respective Instagram account as a news channel, in which it inform the public about political activities. Instagram gives political parties an opportunity to both involve and mobilize voters without censoring and filtering from traditional media therefore the political parties should realize what potential Instagram has as a political communication channel.
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Björklund, Boistrup Lisa. "Assessment Discourses in Mathematics Classrooms : A Multimodal Social Semiotic Study." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43208.
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This is a study of assessment in mathematics classrooms and assessment is here regarded as a concept with broad boundaries including e.g. diagnostic tests, portfolios, and acts in teacher-student communication. The study’s purpose is to analyse and understand assessment acts in discursive practices in mathematics classroom communication in terms of affordances for students’ active agency and learning. Five mathematics classrooms are visited and the main data consists of video-recordings and written classroom material. In the study, I examine assessment acts, focuses of assessment acts, and roles of semiotic resources (symbols, gestures, speech etc.). With these findings as a basis, four discourses of assessment in mathematics classrooms are construed. A main conclusion is how the construed discourses hold different affordances for students’ active agency and learning. One discourse, “Do it quick and do it right” has similarities to a traditional discourse of assessment described in previous research. In a second discourse, “Anything goes”, students’ performances that can be regarded as mathematically inappropriate are left unchallenged. In both these discourses the affordances for students’ active agency and learning of mathematics are considered low. In a third discourse, “Anything can be up for a discussion”, the focuses of assessment acts are mainly on mathematics processes and available semiotic resources are connected to these focuses. The fourth discourse, “Reasoning takes time”, takes it one step further with a lower pace and an emphasis on mathematics processes such as reasoning and problem-solving. In these two latter discourses the affordances for students’ active agency and learning of mathematics are high. I contend that there is positive power in an increased awareness of discourses like these. The four discourses of this study can be powerful in discussions about, understandings of, and positive changes in assessment practices in mathematics classrooms.
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Robbie, Sheila. "Drama and writing in the 'English as a foreign language' classroom : an experimental study of the use of drama to promote writing in the foreign classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020299/.
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This thesis explores issues in the development of foreign language writing abilities in a Portuguese setting. The study is based on a research project carried out in 1993 in three University classrooms, where the author was teaching. It investigates what happens when educational drama is brought into the EFL classroom as part of a teaching programme with a view to improving writing abilities. Set in a Vygotskian framework, educational drama is used as a mediating device to attend to a whole set of factors not usually salient in L2 writing. The study covers all 108 students majoring in EFL at that time. The students were proficient in both oral work and grammar exercises but had difficulties writing in English. Two obligatory drama workshops were carried out in English with each group of students during their second term of study and all written work carried out during the term stemmed from the workshops. Large amounts of data were analysed by qualitative and quantitative methods. Writing assignments pre/post drama workshops were collected. Drama workshops were monitored via audio and video recording. Questionnaires were given to the students during the pre and post data collection periods to measure writing apprehension. Student writing was found to improve significantly in both content and grammatical fluency in a relatively short period of time. Drawing on linguistic and social semiotic analyses, the project examines the nature of the different written texts produced in this particular educational environment and the interaction between the use of drama and the writing process itself through the concept of transformation. In terms of a larger Vygotskian framework it looks at the role of thinking in learning, development and instruction in a way which bridges difficult conceptual phases in foreign language teaching. Key words: EFL, foreign languages, writing, Vygotsky, drama, Social Semiotics, transformation.
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Pagani, Giulio. "Citizenship and semiotics : representing the state and the citizen in the English and French linguistic and social systems." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577500.
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This is a cross-over project concerned with both State Theory and Discourse Analysis which approaches both from an unusual angle. These academic disciplines have respectively focussed on the very abstract or the very particular in terms of state forms and outputs, with overarching policy directions and discursive tendencies being the main concern of the former discipline and the detail of spoken and written linguistic texts being the privileged point of access for the latter. This thesis addresses a gap in both focus and in detailed work by paying theoretical and analytical attenti~o a series of outputs of the state that have not previously been systematically and comprehensively examined as discourse - namely material infrastructures. It is argued that such infrastructures are not only discursive, or capable of generating meaning, but also that they may be described and analysed as 'semiotic resources' or 'modes of discourse' in their own right that are utilised in the creation of texts by means of which the state communicates with citizens. Use of a combination of theoretical models from the systemic-functional (SF) approach to semiosis sustains this argument and correspondingly enables the development of an analytical framework capable of being applied to texts in a variety of forms and modes encompassing written and pictorial documents, material items and combinations thereof. The framework is applied to two groups of texts which consist of the documentary and material records of the delivery of public transport infrastructure projects by local government institutions in the UK and France. The analyses trace the representation of the state. as it is passed from text to text, genre to genre and documentary to material form, enabling a conclusion that material infrastructures can indeed come to generate meanings pertinent to such representation and a proposal of the mechanisms by which this occurs.
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Silva, Marcos Antonio Alves da. "The insertion of social organization in the health sector (OSS) in assistance project in Cearà under lens semiotics." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17613.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorThe Brazilian SUS is the result of a revolutionary thought in the thinking of social construction in Health, started in a period of great political ferment of struggle for democratization of the country the construction of SUS, two texts are founding:. The Federal Constitution of 1988 and the law 8080/90. Both belong to the legal discursive domain. This reflection revisited the so-called doctrine of SUS, supported on the following grounds: equality, universality, solidarity, integrity and health as a right of all and duty of the Brazilian state, assumptions that support the Brazilian Health System, essences for which there is no support of the semiotic construction point of view, the existence of the SUS, because these are the utterance and precious values forming to the know-how of the State in achieving the health object. the state, in the text, has a social function main protection of owners and the viability of the property. SUS through federal laws nÂ. 8.080 / 90 and n 8.142 / 90 organic laws of health and social control, or community participation, respectively, is included significantly towards the social spheres of Arendt and Habermas public policy. For the analysis of Health in this context we opted for the Semiotics approach proposed by Greimas. The main factor that has Semiotics a theory of choice to guide our textual analysis was her interest by the conditions of apprehension of meaning, placing the text and its organizational structures in the center of the investigation. As a method, we chose the descriptive document and qualitative research. The study took place in Cearà territory. Data collection took place between the months of August to December 2015. The study of the universe were all qualified institutions at the federal, state or municipal government as a Social Organization of Health (OSS), managed by non-profit entities, and the population consisted of those who administer hospital health institutions located in 22 health regions of the state through the Management Agreement. The choice by hospitals in the OS universe was justified by the range of types of institutions that can be classified by the government as OSS. Included were: 01 institution type Autonomous Social Service active in National level with its management contract under the Ministry of Health (MS) which runs a hospital in Fortaleza and 01 Public Social Organization that operates in the state of Cearà with contract linked with the Secretariat of Health of Cearà (SES-CE). It can be concluded that the SUS, subject adjuvant, is the creation of the State for the viability of the right to health. It should always be in close relationship conjunction with the statement and subject the objects values, the fundamentals. Any disjunction, either by misuse or relativization, will place the SUS in the semantic field of the opponent, Non-SUS. Official and Semiotically the Cearense State maintains an appearance of being (p), however, gives by state law the possibility of not being (Ãe), ie acts in the use of Social Organizations in the health field under lie sign following different project itself, ie, non-SUS, modalizando their action through different objects value of euforizados by SUS. Applying square veridità and semiotics at the same time the two institutions will obtain non-compliance with the fundamentals, SUS-value objects, the lie and the opinion (p+ Ãe), ie, semantics and syntactically, Non-SUS. The APS-SARAH and ISGH included in the semantic field of non-SUS, act not in accordance with their objects value through their own values constructing a narrative and generative route of different SUS sense. As for the Regionalization Cearense process, despite being in the semantic SUS field, ISGH figure in the secret veridità level, because in spite of being part of regionalizador process, so have the semiotic attribute of being (e), the institute does not it seems (Ãp) or is not inclined to this end. The APS-Sarah network, stands in the semantic field of non-SUS, and in veridità level lie.
O SUS brasileiro à fruto de uma reflexÃo revolucionÃria no pensamento da construÃÃo social em SaÃde, iniciada em um perÃodo de grande efervescÃncia polÃtica de luta pela redemocratizaÃÃo do PaÃs. Na construÃÃo do SUS, dois textos sÃo fundantes: A ConstituiÃÃo Federal de 1988 e a lei 8080/90. Ambos pertencem ao domÃnio discursivo jurÃdico. Essa reflexÃo revisitou os chamados princÃpios doutrinÃrios do SUS, apoiados sobre os seguintes fundamentos: igualdade, universalidade, solidariedade, integralidade e saÃde como direito de todos e dever do Estado brasileiro, premissas que dÃo sustentaÃÃo ao Sistema de SaÃde brasileiro, essÃncias pelas quais nÃo hà sustentaÃÃo do ponto de vista da construÃÃo semiÃtica, para a existÃncia do SUS, por serem estes o enunciado e os valores euforizados, modalizantes, para o saber-fazer do Estado na consecuÃÃo do objeto SaÃde. O Estado, no texto, tem a funÃÃo social precÃpua da proteÃÃo de proprietÃrios e a viabilizaÃÃo da propriedade. O SUS por meio das leis federais n 8.080/90 e 8.142/90, leis orgÃnica da saÃde e do controle social, ou da participaÃÃo comunitÃria, respectivamente, insere-se significantemente no sentido das esferas social de Arendt e pÃblica polÃtica de Habermas. Para a anÃlise da SaÃde nesse contexto optamos pela abordagem SemiÃtica proposta por Greimas. O principal fator que tornou a SemiÃtica uma teoria de escolha para orientar nossas anÃlises textuais foi o interesse dela pelas condiÃÃes da apreensÃo da significaÃÃo, situando o texto e suas estruturas organizadoras no centro das investigaÃÃes. Como mÃtodo, optamos pela pesquisa qualitativa descritiva e documental. O estudo ocorreu no territÃrio cearense. A coleta dos dados se deu entre os meses de agosto a dezembro de 2015. O universo do estudo foram todas as instituiÃÃes qualificadas pelo poder pÃblico federal, estadual ou municipal como OrganizaÃÃo Social de SaÃde (OSS), geridas por entidades sem fins lucrativos, e a populaÃÃo constou daquelas que administram instituiÃÃes hospitalares de saÃde instaladas nas 22 regiÃes de saÃde do Estado por meio de Contrato de GestÃo. A escolha pelos hospitais no universo das OS se justificou pela gama de tipos de instituiÃÃes que podem ser qualificadas pelo poder pÃblico como OSS. Foram incluÃdas: 01 instituiÃÃo do tipo ServiÃo Social AutÃnomo atuante em nÃvel Nacional tendo seu contrato de GestÃo vinculado ao MinistÃrio da SaÃde (MS) que administra um hospital na capital cearense e, 01 OrganizaÃÃo Social PÃblica que atua no Ãmbito do Estado do Cearà com contrato vinculado junto à Secretaria de SaÃde do Cearà (SES-CE). Pode-se concluir que O SUS, actante adjuvante, à a criaÃÃo do Estado para a viabilizaÃÃo do direito à SaÃde. Deve estar sempre em Ãntima relaÃÃo de conjunÃÃo com o enunciado e objetos-valores do sujeito, os fundamentos. Qualquer disjunÃÃo, seja ela por desvio ou por relativizaÃÃo, situarà o SUS no campo semÃntico do oponente, NÃo-SUS. Oficial e Semioticamente, o Estado Cearense mantem uma aparÃncia de ser (p), entretanto, dà por meio de lei estadual a possibilidade de nÃo ser (Ãe), ou seja, age em relaÃÃo ao uso de OrganizaÃÃes Sociais no campo da SaÃde sob o signo da mentira seguindo projeto diferente, prÃprio, ou seja, NÃo-SUS, modalizando sua aÃÃo por meio de objetos-valor diferentes dos euforizados pelo SUS. Aplicando, quadrado veriditÃrio e semiÃtico ao mesmo tempo nas duas instituiÃÃes obteremos a nÃo conformidade com os fundamentos, objetos-valor do SUS, a mentira e o parecer (p+ Ãe), ou seja, semÃntica e sintaticamente, NÃo-SUS. A APS-SARAH e o ISGH figuram no campo semÃntico do NÃo-SUS, agem em nÃo conformidade com seus objetos-valor, atravÃs de seus prÃprios valores construindo uma narrativa e um percurso gerativo de sentido diferentes do SUS. Quanto ao processo de RegionalizaÃÃo Cearense, apesar de estar no campo semÃntico do SUS, o ISGH figura em nÃvel de veridiÃÃo do segredo, pois apesar de fazer parte do processo regionalizador, portanto, possuir o atributo semiÃtico de ser (e), o instituto nÃo parece (Ãp) ou nÃo està inclinado a esse fim. A rede APS-Sarah, se posta no campo semÃntico do NÃo-SUS, e, no nÃvel veriditÃrio da mentira.
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Przymus, Steve Daniel. "Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/605221.
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This dissertation is comprised of three teacher-researcher studies carried out with the intention of showing teachers how to move beyond the monolingual paradigm to build upon linguistic and cultural diversity in their everyday practice. The monolingual paradigm is linked to ideologies regarding proficiency in English as the principle means of academic success and citizenship. These studies challenge this traditional way of viewing education by treating learning "as an emerging property of whole persons' legitimate peripheral participation in communities of practice" (Lave, 1991, p. 63), whether these are interest-based communities of practice beyond the classroom or bilingual communities of practice within the classroom. In order to recognize and explain this learning and inform teaching practices, I adopt a social semiotic approach in order to explore how meaning is constructed through language, and also through social interactions with all modern aspects of society, including gesture, image, performance, and music (Kress, 2012; van Leeuwen, 2005). I explore how these interactions allow youth to create diverse identities, beyond immigrant, refugee, limited English proficient, learner, and "other", in three educational arenas: 1) Outside of the classroom in interest-based communities of practice at school, 2) in a secondary dual-language content classroom, and 3) online in an educational transnational telecollaboration project. In all three studies I triangulate quantitative data of student participation and academic achievement with qualitative participant narratives and teacher-researcher observations. What results is insight into the impact of creating multimodal trajectories for youth to perform identities and knowledge as language users in schools, where historically messages of youth's social identities are ascribed in much more constricting ways (Harklau, 2003). Viewing these youth as language users, rather than learners, sends a message to both educators and youth that in education, identity formation trumps skills development, and this can lead to higher expectations, more engaging learning, and opportunities for youth to question race-language educational legacies (Malsbary, 2014; Wenger, 1998).
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Poynton, Cate. "Address and the semiotics of social relations a systemic-functional account of address forms and practices in Australian English /." Connect to full text, 1990. http://hdl.handle.net/2123/2297.
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Thesis (Ph. D.)--University of Sydney, 1991.Title from title screen (viewed 23 April 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Degree awarded 1991; thesis submitted 1990. Includes bibliographical references. Also available in print form.
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Zuliani, Maria Conceição. "O conceito de consciência social na tese de Sinequismo de Charles S. Peirce." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/11592.
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Previous issue date: 2011-11-23The theme of this dissertation is the concept of social consciousness in the philosophy of the North American thinker Charles Sanders Peirce (1839-1914). We propose in this work to make a cut, through the study of various writings of Peirce and the experts of his work, which leads us to a concept of social consciousness. We assume, as justification for this research, to make a contribution and the translation to Portuguese of the text Immortality in the Light of Synechism, through a selection of articles translated and commented, contemplating the development ontological, logical and phenomenological of his doctrine of continuity and semiotics
O tema desta dissertação é o conceito de consciência social, na filosofia do pensador norte americano Charles Sanders Peirce (1839-1914). Propomo-nos, neste trabalho fazer um recorte, através do estudo de diversos textos de Peirce e seus comentadores, que nos leve a um conceito de consciência social. Supomos, como justificativa para esta pesquisa, trazer uma contribuição, além da tradução para o português do texto Imortalidade à luz do Sinequismo1, por meio de uma seleção de artigos traduzidos e comentados, contemplando o desenvolvimento ontológico, lógico e fenomenológico de sua doutrina da continuidade e da semiótica
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Lindqvist, Linda. "Views of the Ending of the Cold War : A case study that compares multimodal images in Swedish newspapers and history textbooks." Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77701.
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This study compares how newspaper yearbooks and current upper secondary school history textbooks represent the Cold War between the years 1985-1991. As earlier research, this multimodal study focuses discourses and images. In addition I examine the usefulness of mediatization as illuminating tool in this context. For these aims, I have constructed a three-step model, in which concepts from mediatization theory are operationalized, and combined with Theo Van Leeuwen’s social semiotic theory. This thesis compares 356 representations from two yearbooks to 16 ones from three textbooks. At present, historical images are neither addressed nor regulated in the national curriculum, yet both educators and researchers within the field of education address them. The contribution of this paper is hence to shed light on the complexity of images, which shows how their meanings, including degree of mediatization, depend on context. Thereby I add a new aspect to multimodal literacy research.
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Chen, Yumin. "Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5143.
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There is increasing awareness among linguists that discourse analysis inevitably involves analyses of meanings arising from the combination of multiple modes of communication. The evolving multimodal pedagogic environment for teaching English as a foreign language (henceforth EFL), among other communicative contexts, calls for a social, semiotic, and linguistic explanation. Situated within the theoretical landscape of social semiotics and in the pedagogic context of EFL education, the present study aims to elucidate how linguistic and visual semiotic resources are co-deployed to construe interpersonal meaning in multimodal textbooks. The data drawn upon are eighteen EFL textbooks for primary and secondary schooling, published by People’s Education Press between 2002 and 2006. The research design consists of three complementary sub-studies. First, it investigates the ways in which the semantic regions of ENGAGEMENT and GRADUATION can be modelled in multimodal texts, with special reference to the interplay of voices in textbook discourse. The second sub-study analyzes how verbal and visual semiotic resources are co-deployed to construe the ‘emotion and attitude’ goal highlighted in curriculum standards, with a particular focus on verbiage-image relations. Third, it extends the linguistic concept ‘modality’ to multimodal discourse, exploring coding orientation in texts for different educational contexts and between different constituent genres. The main findings of this thesis are as follows: (1) A range of multimodal resources (i.e. labelling, dialogue balloon, jointly-constructed text, illustration and highlighting) are identified as enabling editor voice to negotiate meanings with reader voice and character voice. It is found that the way in which an ENGAGEMENT value can be scaled is strongly associated with the intrinsic property of the given multimodal resource. The interaction between multiple voices is closely related to contact, social distance, and point of view. (2) It is shown that images play an essential role in realizing attitudinal meanings. Together with verbal APPRAISAL resources, visual semiotic features work to position the readers in ways that align them to set pedagogic goals, guiding them in completing jointly-constructed texts. Moreover, an attitudinal shift from an emotional release to a more institutionalized type of evaluation can be identified as students advance through the school years. (3) It is argued that what counts as real in multimodal texts is socially defined and specific to a given communicative context. The nature of pedagogic discourse should be taken into account when visual displays are produced for pedagogic materials. The implications of this study include both theoretical and pedagogic aspects。Theoretically it adapts and extends APPRAISAL analysis to multimodal discourse, exploring the intersemiotic complementarity and co-instantiation in construing global evaluative stance. This semiotic exploration, in return, suggests ways in which discourse analysis may help textbook users better understand and interpret the multimodal features. With the affordances as well as limitations of semiotic resources made explicit, we may have one step further towards a comprehensive and critical understanding of multimodal construal of interpersonal meaning in pedagogic materials.
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Chen, Yumin. "Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach." University of Sydney, 2009. http://hdl.handle.net/2123/5143.
Full textAbstract:
Doctor of Philosophy(PhD)There is increasing awareness among linguists that discourse analysis inevitably involves analyses of meanings arising from the combination of multiple modes of communication. The evolving multimodal pedagogic environment for teaching English as a foreign language (henceforth EFL), among other communicative contexts, calls for a social, semiotic, and linguistic explanation. Situated within the theoretical landscape of social semiotics and in the pedagogic context of EFL education, the present study aims to elucidate how linguistic and visual semiotic resources are co-deployed to construe interpersonal meaning in multimodal textbooks. The data drawn upon are eighteen EFL textbooks for primary and secondary schooling, published by People’s Education Press between 2002 and 2006. The research design consists of three complementary sub-studies. First, it investigates the ways in which the semantic regions of ENGAGEMENT and GRADUATION can be modelled in multimodal texts, with special reference to the interplay of voices in textbook discourse. The second sub-study analyzes how verbal and visual semiotic resources are co-deployed to construe the ‘emotion and attitude’ goal highlighted in curriculum standards, with a particular focus on verbiage-image relations. Third, it extends the linguistic concept ‘modality’ to multimodal discourse, exploring coding orientation in texts for different educational contexts and between different constituent genres. The main findings of this thesis are as follows: (1) A range of multimodal resources (i.e. labelling, dialogue balloon, jointly-constructed text, illustration and highlighting) are identified as enabling editor voice to negotiate meanings with reader voice and character voice. It is found that the way in which an ENGAGEMENT value can be scaled is strongly associated with the intrinsic property of the given multimodal resource. The interaction between multiple voices is closely related to contact, social distance, and point of view. (2) It is shown that images play an essential role in realizing attitudinal meanings. Together with verbal APPRAISAL resources, visual semiotic features work to position the readers in ways that align them to set pedagogic goals, guiding them in completing jointly-constructed texts. Moreover, an attitudinal shift from an emotional release to a more institutionalized type of evaluation can be identified as students advance through the school years. (3) It is argued that what counts as real in multimodal texts is socially defined and specific to a given communicative context. The nature of pedagogic discourse should be taken into account when visual displays are produced for pedagogic materials. The implications of this study include both theoretical and pedagogic aspects。Theoretically it adapts and extends APPRAISAL analysis to multimodal discourse, exploring the intersemiotic complementarity and co-instantiation in construing global evaluative stance. This semiotic exploration, in return, suggests ways in which discourse analysis may help textbook users better understand and interpret the multimodal features. With the affordances as well as limitations of semiotic resources made explicit, we may have one step further towards a comprehensive and critical understanding of multimodal construal of interpersonal meaning in pedagogic materials.
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Damlin, Matilda, Nelly Franzén, and Annie Frivold. "Bakom bilden : En semiotisk bildanalys som analyserar hur Way Out West visuellt framställer kvinnliga och manliga artister i sin marknadsföring." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-23997.
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Men and women have been represented in different ways in media for a long time. Images and visual documents are important tools for companies in marketing so that they can convey their messages in the most desirable and presentable way possible (Ekström, Ottosson & Parment 2017). Events are considered to be an effective communication tool (Jutbring 2016)and more events have begun to work with social issues. One of Sweden's largest festivals, Way Out West works extensively with ecological sustainability, but lately they have started to focus more on equality as well (Luger 2020).The purpose of the study is to analyze how the Way Out West festival represents women and men in their figurative marketing of a selection of this year's lineup of artists. To answer the purpose, two research questions have been developed and the authors have analyzed the images with the help of scientific articles and a qualitative study. It is a semiotic image analysis that is based on representation theory, where stereotypes, idealization and face-ism are used as analysis tools. The study is supplemented by an interview, with PR and marketing manager for Way Out West, who provided background information to the study. The result of the study shows that there are both differences and similarities in how female and male artists are represented in Way Out West’s figurative marketing. All images are interpreted based on the prevailing cultural norms where stereotypes, idealization and faceism contribute to how the viewer interprets the message with the image. The representation of women and men are asymmetrical and Way Out West has a great responsibility in portraying the festival's artists as the social story of gender is constantly shifted and transformed (Johansson och Lalander 2013). Based on the semiotic image analysis, it can be concluded that Way Out West contributes to maintaining and changing stereotypes, idealization and face-ism when portraying their artists. The study is written in swedish. Men and women have been represented in different ways in media for a long time. Images and visual documents are important tools for companies in marketing so that they can convey their messages in the most desirable and presentable way possible (Ekström, Ottosson &Parment 2017). Events are considered to be an effective communication tool (Jutbring 2016)and more events have begun to work with social issues. One of Sweden's largest festivals, Way Out West works extensively with ecological sustainability, but lately they have started to focus more on equality as well (Luger 2020).The purpose of the study is to analyze how the Way Out West festival represents women and men in their figurative marketing of a selection of this year's lineup of artists. To answer the purpose, two research questions have been developed and the authors have analyzed the images with the help of scientific articles and a qualitative study. It is a semiotic image analysis that is based on representation theory, where stereotypes, idealization and face-is mare used as analysis tools. The study is supplemented by an interview, with PR and marketing manager for Way Out West, who provided background information to the study. The result of the study shows that there are both differences and similarities in how female and male artists are represented in Way Out West’s figurative marketing. All images are interpreted based on the prevailing cultural norms where stereotypes, idealization and faceism contribute to how the viewer interprets the message with the image. The representation of women and men are asymmetrical and Way Out West has a great responsibility in portraying the festival's artists as the social story of gender is constantly shifted and transformed (Johansson och Lalander 2013). Based on the semiotic image analysis, it can be concluded that Way Out West contributes to maintaining and changing stereotypes, idealization and face-ism when portraying their artists. The study is written in swedish.Män och kvinnor har under en lång tid blivit representerade på olika sätt i media. Bilder och visuella dokument är viktiga redskap för företag i marknadsföring för att de ska kunna förmedla sina budskap på ett så eftersträvansvärt och presentabelt sätt som möjligt (Ekström, Ottosson & Parment 2017). Evenemang anses vara ett effektivt kommunikationsverktyg(Jutbring 2016) och fler evenemang har börjat arbeta med sociala frågor. En av Sveriges största festivaler, Way Out West, som arbetar mycket med ekologisk hållbarhet har även börjat fokusera på jämställdhet (Luger 2020).Studiens syfte är att analysera hur festivalen Way Out West representerar kvinnor och män i sin bildliga marknadsföring för ett urval av årets lineup av artister. För att besvara syftet har två forskningsfrågor tagits fram och författarna har med hjälp av vetenskapliga artiklar och en kvalitativ undersökning analyserat bilderna. Det är en semiotisk bildanalys som utgår ifrån representationsteorin där stereotyper, idealization och face-ism används som analysverktyg. Studien kompletteras med en intervju, med PR och marknadsföringsansvarig för Way Out West, som gav bakgrundsinformation till studien. Resultatet för studien påvisar att det finns både skillnader och likheter i hur kvinnliga och manliga artister representeras i Way Out West’s bildliga marknadsföring. Samtliga bilder tolkas utifrån de rådande kulturella normerna där stereotyper, idealization och face-ism bidrar till hur betraktaren tyder budskapet med bilden. Representationen av kvinnor och män är asymmetrisk och Way Out West har ett stort ansvar vid porträtteringen av festivalens artister då den sociala berättelsen gällande genus ständigt förskjuts och omskapas (Johansson & Lalander 2013). Utifrån den semiotiska bildanalysen går det alltså att dra slutsatsen att Way Out West både bidrar till att stereotyper, idealization och face-ism upprätthålls och förändrasvid porträtteringen av deras artister. Studien är skriven på svenska.
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Findlay, Joanne. "Brexit Memes Brexit: Exploring discourses of the Brexit negotiations through social media visuals." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21353.
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This thesis seeks to analyse a critical juncture in the aftermath of the Brexit vote; Theresa May’s Brexit negotiations. This was a highly contentious time for politics in the UK, eventually leading to an extension on the initial deadline being granted and May’s resignation from the post of Prime Minister. By examining these negotiations through the lens of user-generated memes, the researcher finds a contemporary way to understand the interactive role citizens play in contributing to political discourse. This thesis asks how such discourses are playing out over social media visuals, and in turn, which symbols are being utilized to reflect these discourses. After a thorough investigation of the symbolism at play, ranging from flags to diversity, the researcher concludes that memes make a valuable and creative contribution to political discourse, and should not be disregarded as facetious; indeed their humour allows a fresh take on a serious issue. This thesis takes inspiration from a Research Methodology assignment written as a pilot for this study, entitled, “Exploring discourses of the Brexit negotiations through social media visuals: A visual analysis and discussion of research methods”.
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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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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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Bergvall, Ida. "Bokstavligt, bildligt och symboliskt i skolans matematik : – en studie om ämnesspråk i TIMSS." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-284096.
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The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language. Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language. The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS). In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language. The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic. The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.
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Andrésen, Samuel, and Dahlgren Robin Karlsson. "Det räcker med ett hej. : En kvantitativ och kvalitativ undersökning om betydelsen av hälsningar." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84715.
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I vår samtid är det lätt att ibland känna sig ensam. Pandemin har försvårat möten mellan människor och påverkar väldigt många psykiskt. Men pandemin kommer att passera, och då får vi inte låta återhållsamhet bli det nya normala. Vi behöver bekräfta, se och hälsa på varandra. Människor behöver känna tillhörighet. Den här studien syftar därför till att undersöka människors attityder till hälsningar och vidare använda den kunskapen för att skapa en effektiv visuell kampanj för att främja mer hälsningar i samhället. Genom en enkätundersökning har vi kunnat samla in data som med stöd av tidigare forskning och teoretiskt ramverk hjälpt oss påvisa att hälsningar kan göra en stor positiv skillnad i vardagen för människor. Enkätundersökningen fungerade även som en målgruppsanalys som visade att unga människor, som bor/vistas ofta i stadsmiljö och som nyttjar sociala medier är de som hälsar i lägst utsträckning. Med kunskap om målgruppen och dess attityder kunde vi genom två fokusgruppsdiskussioner och teoretiskt ramverk skapa en annonskampanj som på ett visuellt tilltalande och effektivt sätt uppmanar målgruppen till mer hälsningar.Nowadays it is easy to feel lonely. The pandemic has made meetings between people more difficult which affects many people mentally. But the pandemic will pass, and then we do not want the restrained attitude to become the new normal. We need to confirm, see, and welcome each other. People need to feel a sense of belonging. This study therefore aims to examine people's attitudes towards greetings and further use that knowledge to create an effective visual campaign to promote more greetings in society. Through a survey, we have been able to collect data that, with the support of previous research and theoretical framework, has helped us show that greetings can make a big positive difference in everyday life for people. The survey also served as a target group analysis, and showed that young people, who often live / stay in an urban environment and who use social media, are the ones who greet to the least extent. With knowledge of the target group and its attitudes, we were able to create an advertising campaign through two focus group discussions and a theoretical framework that in a visually appealing and effective way encourages the target group to open up to greet each other more.
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Chang, Li-Wen. "Investigating note-taking in consecutive interpreting : using the concept of visual grammar." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-notetaking-in-consecutive-interpreting--using-the-concept-of-visual-grammar(51a04db9-f880-45cf-9976-b6cd1cfffb14).html.
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Interpreting studies has so far tended to concentrate on simultaneous interpreting over the consecutive mode. Note-taking – an integral part of consecutive interpreting – has therefore received very little scholarly attention. As an indispensable tool in consecutive interpreting, note-taking plays an important role in supporting the interpreter’s memory. This study argues, however, that the interpreter's notes should not be viewed merely as a memory storage tool, but as a third visual language with its own logic and meaning-making practices that need interpreting. The way in which interpreters read their notes is explored here from the perspective of Social Semiotics for two reasons. Firstly, Social Semiotics conceptualises signs as meaning-making resources which are realized in specific communicative contexts to convey specific communicative intentions – unlike previous approaches to note-taking, that have tended to categorise signs as static constituents of relatively finite sign codes. Secondly, Social Semiotics not only accounts for how written language is used in notes, but also how the pictorial component of communication is encoded and interpreted through interpreter’s notes. The interpreter, as a viewer, has to make use of semiotic resources deployed in the notes in order to reconstruct the information given by the speaker and to produce the target speech for the audience. Therefore, the interpreters’ note-reading stage, based on the interaction between signs, can be conceptualised by reference to the concept of visual grammar. This study draws on visual grammar (Kress and van Leeuwen 2006) to analyse interpreter’s notes with a view to gaining a better understanding of how linguistic and visual semiotic resources are deployed in the process of note-taking. Insight into interpreters’ meaning-making practices and note-taking patterns is gained through an experimental study of the notes produced by nine qualified, practising conference interpreters, during a consecutive interpreting task from English into Chinese. The patterns identified in my data set are then compared with the established prescriptive approaches to note-taking training – which are typically based on relatively stable correspondences between note-taking signs/symbols and their meaning. The analysis focuses on certain elements of the source speech (concepts that can be noted down through the use of vectors, geometrical shapes, specific classificational structures, margin, and salience) as reflected in the notes. The way in which interpreters read their notes involves the interaction between two core modes, such as image and language, and a range of sub-modes, such as vectors, geometrical shapes, composition, framing, salience and calligraphy. The results of the analysis indicate that the way in which interpreters arrange the contents of their notes reflects the depth of the information processing effort required by the note-taking process. The findings suggest that the narrative structure in notes seems to assist interpreters in retrieving information at a micro, lexical level, whereas the visual structure would appear to assist interpreters in retrieving information at a macro, contextual level, e.g. in representing the hierarchies of information value, constructing the structure of rendition, and showing the importance of specific signs.
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Casarini, Rita. "La vita in uno spot : un'indagine diacronica della pubblicità televisiva italiana, 1957-1977." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1920.
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The present dissertation investigates the role of television advertising in shaping the cultural values of the Italian society in the circular process of mirroring pre-existing societal values yet inducing new ones, thus contributing to its evolution. It questions its role within the society, its relationship with families, women and youngsters, the kind of language used in communicating, between 1957-1977, the age of Carosello programme. A corpus of two thousand five hundred television adverts was viewed and filed, of which a hundred were selected according to the more frequent themes, their cultural and semiotic relevance, and twenty-two analysed by a semiotic approach, together with some more considered alongside. Chapter One deals with methodology, an overview of the main concepts and tools of applied semiotics and the socio-semiotic perspective adopted. Chapter Two, then, contextualizes television advertising into its broader socio-cultural milieu and the history of television. The following three chapters analyze the selected adverts according to five main recurring themes: Chapter Three, the first steps of TV advertising, its auto-referentiality and its language; Chapter Four, the family and its inner relationships, the couple and the institution of marriage; Chapter Five women‘s emancipation, the new generation of youngsters and new myths. Commercials are analysed by shots and sequences from a narrative and visual perspective in search of their deep underlying generative values. The approach is a holistic one, adapting itself to the prevailing characteristics of every occurrence, although the peculiar nature of the ads of the period entails a prevailing narratological model. All findings are then connected together to identify the main semantic areas indicating cultural values present in the Italian society of the period. The end findings consist of a set of interesting cultural values identified. At first a self-assertiveness of advertising as a way to popularity; then its preferred mode of communication through verbal language rather than pictures; a representation of families according to either the patriarchal or the consumerist model; a fundamental disbelief in marriage and a sexist attitude to women‘s representation; finally, a mistrust in the values of the new generations. All of these eventually pointing to the main semantic area of tradition, an index to the fundamental conservative yet contradictory role of the Carosello adverting which, while contributing to preserve traditional values, it also tended to replace them with its only main consumerist value. At a higher level, on a socio-semiotic perspective it is the role of that semiosphere which, while drawing from society it also contributes in shaping it.
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China, Addie L. Sayers. "Beyoncé as a Semiotic Resource: Visual and Linguistic Meaning Making and Gender in Twitter, Tumblr, and Pinterest." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7133.
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At the intersection of digital identities and new language and social practice online is the concept of searchable talk (ST). ST describes the process of tagging discourse in a social networking service (SNS) with a hashtag (#), allowing it to be searchable by others. Although originating in Twitter, ST has expanded into other SNS, and is used therein not only to mark language-based posts, but also multimodal posts and images. While scholars have elucidated the structure and function of ST, their studies have primarily examined ST within language-based posts; few have researched ST with respect to images and other types of multimodal environments. In addition, ST has primarily been explored in its SNS of origin, Twitter. This project directly addresses these gaps by adopting a social semiotic approach to ST in three SNS with very different technological affordances, Twitter, Tumblr, and Pinterest. Through a multimodal discourse analysis (Kress, 2009) combining both linguistic and other visual methods, I ask how visual and linguistic choices operate semiotically across SNS environments with different affordances and constraints. Specifically, I uncover the multiple meanings of Beyoncé across a data set of 300 tweets, posts, and pins composed from entering #Beyoncé in the search engine of each SNS. I argue that 13 meaning-based identity categories emerge for Beyoncé, and link these meanings to their visual and linguistic expressions. I then compare these findings across modes and across platforms. Ultimately, I assert that this cross-platform approach elucidates Beyoncé as a cultural object subject to reinterpretation where #Beyoncé means much more than just “Beyoncé.” That is, when considering its multiple roles and meanings, #Beyoncé becomes a site of visual and linguistic indexicality in a process of entextualization. In this process, it is SNS users’ reinterpretations – linguistically and visually – that realize racist, sexist, and hegemonic Discourses, as well as those of emancipation and resistance.
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Koowuttayakorn, Sichon, and Sichon Koowuttayakorn. "Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624521.
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The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language (L2/FL) education setting which is institutionally sponsored and highly structured, the context of informal ELTL under investigation is "recreational" (Chik, 2015) in the sense that it is unconstrained by institutional structures and largely driven by personal interests and goals. With the unprecedented success of social media and social networking sites (SNSs), this new form of learning and teaching can be found in a variety of languages and discourses across diverse digital landscapes. This study pays particular attention to the context of Thai speakers in three ELTL communities formed on Facebook Pages (FPs). The aim is to describe the participants' SNS-mediated L2 literacy practices as informed by Thai culture, beliefs, and values.
This research project is grounded in the concept of new literacies (Lankshear & Knobel, 2011) and the multimodal social semiotic approaches to analyzing digitally-mediated communication (Kress, 2010; Jewitt, 2009; Van Leeuwen, 2005). The analysis is also informed by the interpretative framework of positioning theory (Davies and Harré, 1990; Harré & van Langenhove, 1991) and sociolinguistic approaches to stances (Du Bois, 2007; Jaffe, 2009a). The integration of various theoretical and analytical models offers a holistic understanding of the participants' Facebook-based literacy practices from different perspectives. A mixed method approach that combines qualitative (e.g., multimodal analysis, online ethnographic observation) and quantitative (e.g., survey, user statistics) data analysis also helps describe the users’ semiotic productions and interactions from a diachronic point of view.
While the purpose of the project is to examine contemporary L2 literacy engagement in an underexplored historical and cultural context, the analysis does not simply discuss the way Thai SNS users teach and/or learn English online. Rather, the findings also shed light on other important issues relating to digital literacies including multimodal production, identity construction, social relationship formation, stance-taking acts, and language ideology. These emerging literacy practices are presented in three separate but interrelated analysis chapters. They are comprised of: 1) the multimodal analysis of the interplay between Facebook affordances and the users' semiotic activities; 2) the investigation of the participants’ self- and other-positioning strategies; and 3) the discussion of the participants' stance-taking acts in various aspects relating to English language teaching, learning, and use in contemporary society.
Altogether, the findings pinpoint the complex and interconnected relationships among digital media, self, community, and ideology as fundamental to meaningful learning experiences on SNSs. They also support the view of language learning as a social practice, which highlights the fact that meaning and knowledge are socially and culturally situated, shaped by contexts, and shared by members within particular communities (Gee, 2010; Lankshear & Knobel, 2011; Thorne, 2013). The dissertation, therefore, has implications for pedagogies and practice because it provides insights about how to design equitable learning materials and activities that address these contemporary social practices. Ultimately, the research suggests the use of a social media-enhanced ELTL site to develop meaningful interactions between learner, language, media, and community during the process of learning.
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Nogueira, Marílio Salgado. "O uso da multimodalidade em materiais didáticos virtuais dos cursos de graduação de Ensino a Distância- EaD." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/8905.
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NOGUEIRA, Marílio Salgado. O uso da multimodalidade em materiais didáticos virtuais dos cursos de graduação de Ensino a Distância- EaD. 2014. 171f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-26T14:56:28Z No. of bitstreams: 1 2014_dis_msnogueira.pdf: 18354670 bytes, checksum: cdb829a689bdf23a246c4ecc6aa73c1a (MD5)
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Distance education has established itself as an alternative modality of learning which meets new socio-political-economic demands in the educational field (BRENNAND, 2002). A consequence of this new learning modality is the increased need for virtual learning materials. This paper presents the results of an evaluation of the multimodal resources employed in virtual learning materials, and a discussion of how such use has contributed in the development of virtual learning materials. The background for the study are the linguistic theories on multimodality, such as functionalism, which takes into consideration, for any given communicative situation, the purpose of speech events, as well as the participants and the discursive context involved, i.e., the use of language (Halliday, 1994). The principles of social semiotics were also considered, which focus on the main representational and functional modes expressed in a text, while also trying to investigate and understand the social, historical and cultural factors involved in the production of meaning in any semiotic mode ( HODGE and Kress, 1998; Kress and van Leeuwen, 1996; Halliday, 1978). Social semiotics and functionalism are among the bases upon which the Grammar of Visual Design (Kress and van Leeuwen, 1996) was developed, and it proposes similar metafunctions to those found in systemic functional grammar theories. Kress and van Leeuwen’s work is, therefore, the main basis for the analysis of multimodal resources in virtual learning material presented in this paper. The study adopted exploratory-descriptive methods of survey type. Two English disciplines and their respective virtual learning materials were selected for investigation, namely Theories of Language and Second Language and English Language 3B. These disciplines are part, respectively, of the curriculums of the first and third semesters of the blended-modality BA Course in English Language Teaching at the Federal University of Ceará – UFC. In this course, students have both distance classes and regular in situ classes. Three research instruments were used for data collection, a checklist and two questionnaires, which were adapted to the different categories of participants: students, instructors and coordinators. The analysis revealed that three types of language are employed in the virtual learning materials under study: verbal language (83 %), non-verbal (15 %) and verbal-visual (2 %). Therefore, it was concluded that most multimodal resources are expressed by means of verbal language. In addition, it was found that a significant number of multimodal elements relate to the texts of origin through specification (illustration) or through similarity, and have impersonal or neutral functions. Furthermore, it was observed that the specialists from the University in charge of designing the virtual materials decide to change or withdraw from the text some of their multimodal resources, at the moment of their insertion in the virtual environment. This process results in the loss of some of the original meaning of the texts. There is also a small percentage of multimodal features which are not part of the social context of the readers, making it difficult to understand the content of the teaching material. Finally, it was found that the multimodal resources are well distributed and organized on the computer screen. From all that, it can be concluded that it is essential that all parties involved in the process virtual learning materials design have the necessary linguistic knowledge, especially concerning social semiotics. It is also important that material designers take the social and cultural background of the student into consideration in order to create efficient materials and that the possibility of purposeful insertion of other multimodal features in the text is considered as a way to contribute for the construction of textual meaning.
A Educação a Distância tem surgido como uma alternativa de modalidade de ensino para atender a uma nova demanda sócio-política-econômica (BRENNAND, 2002). Consequentemente, essa nova modalidade também tem exigido a produção de material didático virtual. Para tanto, esta pesquisa propõe realizar um diagnóstico dos recursos multimodais usados em materiais didáticos virtuais, tentando compreender de que maneira tal uso tem contribuído na elaboração de materiais didáticos virtuais. Para subsidiar teoricamente a pesquisa, este trabalho procurou respaldo na Semiótica Social, cujo foco incide sobre os principais modos de representação e função por meio de um texto, como também tenta investigar e compreender os fatores sociais, históricos e culturais utilizados para produzirem o significado de qualquer modo semiótico; (HODGE e KRESS, 1998; KRESS e VAN LEEUWEN, 1996; HALLIDAY, 1978). Essa teoria encontra subsídio no Funcionalismo, que em uma situação comunicativa, considera o propósito do evento da fala, seus participantes e o contexto discursivo, ou seja; o uso da linguagem (HALLIDAY, 1994). Tanto a Semiótica Social quanto o Funcionalismo estabeleceram a base para a elaboração da Gramática do Design Visual, produzido por Kress e van Leeuwen (1996), cujas metafunções são baseadas nos princípios da Gramática Sistêmico-Funcional. E por vez, nortearam os estudos sobre a multimodalidade que serviram de base para a análise dos recursos multimodais no material didático virtual. Em consonância com os objetivos deste trabalho, esta pesquisa foi conduzida por uma metodologia exploratório-descritiva, do tipo survey, em que houve a seleção de duas disciplinas, uma do primeiro semestre, denominada de Teoria de Língua e Segunda Língua, e outra do terceiro, denominada de Língua Inglesa 3B, e de seus respectivos materiais didáticos virtuais, do curso de graduação semipresencial em Letras Inglês da Universidade Federal do Ceará – UFC. Para a obtenção dos dados, foram utilizados três instrumentos de pesquisa, uma Lista de Checagem e dois questionários, adaptados para cada um dos participantes, alunos e professores coordenadores das disciplinas. Com a análise, foram observadas nos materiais didáticos virtuais três tipos de linguagens: verbal, com 83%; não-verbal, com 15%; e verbo-visual 2%. Constatou-se também que a maioria dos recursos multimodais é expresso pelo tipo de linguagem verbal. Também, um número considerável de elementos multimodais estabelece uma relação com o texto por especificação (Ilustração) ou por similaridade e possuem uma função de impessoalidade ou neutro. Ainda, alguns desses recursos multimodais inseridos pelo autor são trocados ou retirados no momento da transição do meio impresso para o meio virtual por uma equipe de transição da instituição, o que faz perder o efeito de sentido original do texto; também há um percentual mínimo de recursos multimodais que não estão inseridos dentro de um contexto social do leitor, dificultando a compreensão do conteúdo do material didático; e, por fim, os recursos multimodais são bem distribuídos e organizados na tela do computador. Concluímos que é fundamental que todos os envolvidos no processo de elaboração do material didático virtual, tenham o conhecimento linguístico, em especial, sobre a Semiótica Social; ao inserir os recursos multimodais, que seja observado o universo sócio-cultural do aluno para a construção de sentido eficiente; e vejam a possibilidade de inserir outros recursos multimodais no texto de forma consciente para auxiliar na construção de sentido.
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Lo, Elsa, and n/a. "Chinese architectonic code : a semiotic study of shop signs in Sydney's Chinatown." University of Canberra. Communication, 1994. http://erl.canberra.edu.au./public/adt-AUC20060818.132847.
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This study aims to furnish a semiotic reading of Sydney's Chinatown by
analysing the environmental meanings codified in that particular context.
The basic unit of analysis is the shop sign. Some features underlying sign
formations in Sydney's Chinatown are identified and the communication
process involved in its organisation of meanings and space is explored.
The thesis is organised into three parts. The first part gives an
introduction to the background of study and examines theories on
architectural semiotics and its relation to visual communication. It consists
of three chapters. Chapter 1 defines the scope of the study and outlines the
objectives and goals of research. Chapter 2 focuses on two related fields of
architectural semiotics, viz. semiotics of objects and semiotics of space.
Evaluation of semiotic approaches and behavioural science approaches to
the study of objects and space is made. Some of the theories discussed are
applied to give a profile of shop signs from a visual semiotic perspective. In
Chapter 3 a description of the methods of research and an outline of the
analytical framework of this study are given.
The two chapters of Part Two provide some background information
on various conceptions of "Chinatown". Chapter 4 discusses the
development features of Chinatowns in North America, which reveal that
there are divergent perceptions of Chinatowns. Chapter 5 describes the
development of Sydney's Chinatown and underlines some of its distinctive
features.
In Part Three the results of the study are presented. Chapter 6 focuses
on the codification of meanings realised in Sydney's Chinatown. Chapter 7
is concerned with elements of sign formations and examines the
communicative functions of shop signs in the Chinatown context. The
analyses made in these chapters are intended to identify some features of
sign formations in Sydney's Chinatown within an architectonic system.
The thesis concludes with a summary of the study and a discussion of
the applicability of architectural semiotic theories. It is suggested that
further study can be pursued in the direction that contributes to an
understanding of architectonic systems and social communication.
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Pinson, Koren Heather. "The music behind the image : a study of the social and cultural identity of jazz /." View abstract, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3266067.
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Cochran, Pamela A. "Q Code, Text, and Signs: A Study of the Social Semiotic Significance of QSL Cards." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1484321999467252.
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Hipkiss, Anna Maria. "Klassrummets semiotiska resurser : en språkdidaktisk studie av skolämnena hem- och konsumentkunskap, biologi och kemi." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93671.
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This thesis focuses on how different semiotic resources, such as spoken and written texts, artefacts and activities interact with classroom design and classroom communication in three school subjects in Swedish secondary school: Home and Consumer Studies, Biology and Chemistry. The research process has been concerned with the affordances that are created through different semiotic resources in classroom design and in classroom communication in the three school subjects, focusing on academic language and student participation. The study used an ethnographic approach, employing multiple methods for material production and analysis. Video and audio recordings formed the foundation for analysis. Material production also includes field notes, photographs and interviews with teachers and students. The research draws on sociocultural theory using a three-legged theoretical framework based in sociocultural theory. Basil Bernstein’s sociological theories were used as an overarching theory for understanding the results. The sociosemiotic theories of Systemic Functional Linguistics (SFL) and Social Semiotic Multimodality were adopted for analyzing classroom design and classroom communication. This study shows that classroom design and classroom communication are tied together. Classroom design presents affordances for a subject’s ideational and interpersonal meaning. These affordances are reproduced in classroom communication. In classrooms with subject-focused design, classroom communication is school-focused. Learning is segmented without connection between school subjects or other contexts. In one classroom, designed to create relevance for both school and everyday knowledge, communication is both school-focused and also creates relevance for students’ use of the contents in other contexts. Learning in this classroom is cumulative and students’ participation and meaning-making is integrated in teaching and design. This study also shows how different semiotic resources influence teacher’s and students’ linguistic choices. Vertical discourse, i.e. abstract and distant academic language, is realised in written texts such as text books and whiteboard texts. Few other artefacts introduce and encourage participants’ vertical discourse. Teacher and student communication realises mainly horizontal discourse, i.e. context embedded everyday language. Classroom communication provides few opportunities for students to appropriate academic language through semantic waves, as academic language is only unpacked into everyday language and not repacked into academic language.
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Nilsson, Holmström Rebecka. "Status genom Instagram. : En kvalitativ innehållsanalys av hur social status kommuniceras genom Nellys Instagramkonto." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86089.
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This research examines what type of lifestyle that is communicated through the Instagram account of the company Nelly. Since previous research show that women are affected by what is shown in the media, I chose to investigate whether or not social status is communicated through Instagram accounts. More specifically, I chose to investigate Nelly's Instagram account as the company is the leader for young women in the fashion and beauty industry in Sweden. The research is a qualitative content analysis made with a semiotic approach and 16 pictures were analyzed to find symbols of social status. The result shows that social status is communicated through Nelly's Instagram account. The company not only shows their products on their Instagram account, but also symbols that indicate that you should have a feminine and luxurious lifestyle.
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Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs : a social semiotic perspective." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.
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The thesis extends the use of systemic functional linguistics (SFL) to describe and analyse the semiotic systems beyond language by providing a detailed and systematic approach to the description of multimodal hypertext systems. The thesis uses a social semiotic approach to the text in order to develop an analytical framework for the description of hypertext through the two dimensions of rank and metafunction. This approach is employed to describe, assess and evaluate the pathways that student user groups construct using hypertext resources during a task-based information search session. The resources realised at the ranks of element, screen and pathway are described across four metafunctions: Representational, Interactive, Compositional and Logical. The data which forms the basis of the thesis was collected from a Year 4-5-6 classroom in a primary school in Sydney, Australia. The substantive contributions of this thesis detail the resources of the hypertext analytical framework.
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Novais, Luiz Guilherme Basílio de. "Produções multimodais de alunos do Ensino Médio sobre transformações de materiais." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-10072018-150551/.
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Os processos de representação do conhecimento químico permeiam os mais diversos processos de ensino, aprendizagem e construção acadêmica da Química. Assim, nas múltiplas formas de se representarem fenômenos e nos mais diversos modos de se expressar sobre eles, foram caracterizadas diferentes mídias escritas, visuais e audiovisuais produzidas por alunos em uma sequência didática sobre o tema Transformações. As categorias que emergiram da análise dos materiais foram inspiradas na Gramática do Design Visual (GDV) proposta por Gunther Kress e Theo van Leeuwen e pela perspectiva da Semiótica Social de Michael Halliday. Assim, adota-se no trabalho o enfoque da abordagem multimodal da comunicação, segundo o qual diversos modos orquestrados (textos, imagens, gestos, sons e outros) potencializam a carga de significados de uma representação. Neste sentido, as análises desta Dissertação confirmam que as representações são mais informativas quando os diversos modos se complementam em objetos audiovisuais, propiciando características dinâmicas e conceituais mais amplas do que aquelas possíveis nas expressões escritas e em imagens estáticas. Na perspectiva do ensino de Química, os resultados deste trabalho permitem concluir que as abordagens multimodais, ao facilitarem a expressão das representações mentais dos alunos, podem ter grande importância para a ressignificação de múltiplos aspectos associados a elas e para incentivar a discussão coletiva das ideias, contribuindo para a melhoria da aprendizagem nesse campo do conhecimento.Representation of the chemical knowledge underlies the processes of teaching and learning Chemistry as well as its development and communication. There are multiple forms of representing the chemical phenomena in the most diverse ways: written texts, visual and audiovisual media, drawings. In the present work, we developed a Teaching/Learning Sequence to High School students concerning Transformations in a multimodal approach. The analysis of the material produced by the students was done on the grounds of the Grammar of Visual Design (GDV) proposed by Gunther Kress and Theo van Leeuwen and in the perspective of Social Semiotics. The categories that emerged from this analysis indicate that the multimodal approach facilitates the communication of the students because orchestrated modes of expression (texts, images, gestures, sounds and others) potentiate the meanings of a representation. In this sense, the results of this Dissertation confirm that the representations are more informative when the diverse modes complement each other in audiovisual objects, providing broader conceptual and dynamic characteristics than those possible in written expressions or in still images. From the perspective of teaching chemistry, the results of the multimodal approach implemented during this graduate work show that it is advantageous, by facilitating the expression of students´ mental representation. This aspect is essential for the re-signification of multiple elements associated with the representations as promotes the discussion of ideas, contributing to the improvement of learning in this field of knowledge.
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MacKay, Rowan Rachel. "Legitimation by multimodal means : a theoretical and analytical enquiry with specific reference to American political spot advertisements." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9716.
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What is ‘legitimacy’? Is legitimation possible through non-linguistic modes? These are the key theoretical questions with which this study is concerned. It explores them in conjunction with an analysis of American political spot advertisements. These ads are situated at the nexus between legitimation and multimodality, and their relevance to contemporary politics on the world stage is reflected in the immense financial and skilled resources which have been — and continue to be — devoted to them. A historical perspective into legitimation, multimodality and the attendant concepts of rationality and irrationality is given, followed by a discussion challenging the assumed rational role accorded to language. So challenged, the discussion moves to looking at the pairing of multimodality and politics; first from a historical viewpoint, and then from a more contemporary one. The role of myth, in the form of the American Dream, is investigated, leading to discussion of political appropriation, branding, tangibility, affordances and the (im)possibility of restricting interpretation. Spot ads are analysed with a specific focus: first on modal salience, and secondly on how the semiotic richness of the concept of nature is exploited for purposes of legitimation.
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Christie, Jackie. "A Billion Reasons to Sell Africa - A Kenyan Case Study." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22389.
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‘Africa Rising’ is an ideology which is gaining increasing traction and momentum amongst economists, analysts and those who would wish to present a positive perspective on the continent’s future.Advertising, more than any other mass media platform stratifies its audience along patterns of consumption and as such manipulates, underlines and marks social difference in ways which are now so embedded as to be commonplace. Using a familiar repertoire of images, Africa Rising is ‘advertising’ the message of positivity and optimism in the same way a soap manufacturer might sell a new handwash. The language and techniques of mass-market billboard advertising – what Stuart Hall would identify as a signifying practice – have technical and semiotic echoes in the branding applied to this ‘renaissance’ theme. The effect of this ideological makeover is to forge a conducive environment to gain buy-in from a sector of Kenyan society that can afford the luxury of the aspiration Africa Rising promises. The messages and values communicated by Africa Rising demonstrate ‘a new ideological use for pictures’ (Sontag 2003: 29), however they are not targeted to those at the base of the pyramid who remain socially and economically trapped by poverty and basic subsistence. The visual rhetoric employed by Africa Rising mines a semiotic vocabulary replete with norms and codes which have meaning inside and beyond the continent and which rely on traditional and received visual conventions. If the African renaissance is to translate into a meaningful ideology of transformation rather than ‘a new brick in the wall of cliches’ (Pieterse 2002: 60) it has to speak to all sectors of society and recognize that external indicators of progress do not necessarily serve those who least have the means to serve themselves.
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Cretu, Andrei Ionut. "Modelling the text Lurii Lotman's information-theoretic approach revisited /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218122289.
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Fazlic, Lejla, and Mona Razzaz. "Barns språk och kommunikation. : En social-semiotisk analys av barns icke-verbala kommunikation i den fria leken." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170340.
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Syftet med denna undersökning har varit att se över vilka typer av semiotiska resurser som används i den fria leken i förskolor. Vi har valt att lägga vårt fokus på barn mellan 1–3 år då vårt intresse var att se hur barnen kommunicerar och skapar mening med varandra i den fria leken. Studien har byggts upp genom att vi har observerat barn på olika förskolor under den fria leken och fört fältanteckningar som vi sedan har analyserat. Resultaten som vi kom fram till i vår analys var att barn kommunicerar på många olika sätt. Många barn i ålder 1–3 år har ännu inte utvecklat den verbala kommunikationen och väljer att använda sig av den icke-verbala kommunikationen såsom semiotiska resurser. Barn använder sig av många olika typer av teckensystem under den fria leken både mellan barn-barn och barn-pedagog. Barnen kunde bli multimodala och de använde sig av liknande tecken som ljud, gester och ögonkontakt. Med hjälp av dessa tecken så skapade barnen även ett meningsskapande. Slutligen kom vi fram till att barn kan både medvetet och omedvetet kommunicerar med hjälp av olika semiotiska resurser i den fria leken och att använda sig av semiotiska resurser är något som sker vardagligen.
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Luttrell, Briony M. "A cultural semantics of string arrangement for recorded Popular music: A model for analysis and practice." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108032/2/Briony_Luttrell_Thesis.pdf.
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This thesis contributes new knowledge about writing and analyzing string arrangements for recorded Popular music. I show how string arrangements can be categorized under one of seven distinct styles that are made coherent and meaningful through their identification with specific social and cultural institutions. The string styles are derived from and situated in a cultural and historical corpus of 500 albums released between 1952 and 2011. The thesis offers a new way for arrangers to analyze examples of practice, inform new creative work, and communicate with other musical professionals about string arranging.