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Статті в журналах з теми "Social semiotic perspective"
Niu, Min, and Thawascha Dechsubha. "The semiotic dimension of contemporary pragmatics." Technium Social Sciences Journal 27 (January 8, 2022): 802–7. http://dx.doi.org/10.47577/tssj.v27i1.5651.
Повний текст джерелаLowe, Sid, Michel Rod, and Ki-Soon Hwang. "Understanding structures and practices of meaning-making in industrial networks." Journal of Business & Industrial Marketing 31, no. 4 (May 3, 2016): 531–42. http://dx.doi.org/10.1108/jbim-05-2015-0097.
Повний текст джерелаAndersen, Thomas Hestbæk, and Morten Boeriis. "Relationship/Participant Focus in Multimodal Market Communication." HERMES - Journal of Language and Communication in Business 25, no. 48 (October 25, 2017): 75. http://dx.doi.org/10.7146/hjlcb.v25i48.97427.
Повний текст джерелаGraves, Barbara. "Situated Cognition: Social, Semiotic and Psychological Perspective (Book)." Mind, Culture, and Activity 5, no. 3 (July 1998): 229–32. http://dx.doi.org/10.1207/s15327884mca0503_9.
Повний текст джерелаMartin, J. R. "Genre and language learning: A social semiotic perspective." Linguistics and Education 20, no. 1 (January 2009): 10–21. http://dx.doi.org/10.1016/j.linged.2009.01.003.
Повний текст джерелаRozin, Vadim Markovich. "Semiotics as a philosophical and methodological, natural science and mathematical discipline (main stages of development and perspective)." Философия и культура, no. 6 (June 2022): 66–81. http://dx.doi.org/10.7256/2454-0757.2022.6.38261.
Повний текст джерелаAniek Nurhayati, Dwi Astiti Hadiska Putri, and Andin Desna Savitri. "Indonesian Takfiri Movement on Online Media in Umberto Eco's Semiotic Perspective." ISLAMICA: Jurnal Studi Keislaman 15, no. 2 (March 1, 2021): 195–222. http://dx.doi.org/10.15642/islamica.2021.15.2.195-222.
Повний текст джерелаFang, Y. Q. "The Sociosemiotic Approach to Translation." International Journal of Social Sciences and Artistic Innovations 1, no. 1 (September 30, 2021): 42–48. http://dx.doi.org/10.35745/ijssai2021v01.01.0007.
Повний текст джерелаPuumeister, Ott, and Andreas Ventsel. "Biopolitics Meets Biosemiotics: The Semiotic Thresholds of Anti-Aging Interventions." Theory, Culture & Society 35, no. 1 (January 25, 2017): 117–39. http://dx.doi.org/10.1177/0263276416687375.
Повний текст джерелаSandu, Antonio. "Neurolinguistic Programming - a Form of Social Semiotics." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 290–307. http://dx.doi.org/10.18662/brain/13.2/344.
Повний текст джерелаДисертації з теми "Social semiotic perspective"
Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." University of Sydney, 2007. http://hdl.handle.net/2123/1859.
Повний текст джерелаThe 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.
Feez, Susan. "Montessori's mediation of meaning a social semiotic perspective /." Connect to full text, 2007. http://hdl.handle.net/2123/1859.
Повний текст джерелаTitle 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.
Fredlund, Tobias. "Exploring physics education using a social semiotic perspective : the critical role of semiotic resources." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195293.
Повний текст джерелаChapman, Anne Patricia. "Language practices in school mathematics: A social semiotic perspective." Thesis, Chapman, Anne Patricia (1992) Language practices in school mathematics: A social semiotic perspective. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/51526/.
Повний текст джерелаGrunschy, Maria Isabel Tubino. "Analyzing Tarsila do Amaral's paintings from a social semiotic perspective." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90593.
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Esta dissertação investiga três pinturas de Tarsila do Amaral, Carnaval em Madureira, Abaporú, e Operários a partir de uma análise no âmbito da semiótica social com o propósito de estudar como as artes visuais bem como outros tipos de comunicação visual transmitem significados relacionados com os aspectos sócio-culturais da sociedade em que são produzidos. O estudo enfatiza a importância da arte na história da humanidade e sua relação com paradigmas culturais desde a arte pré-histórica até a arte contemporânea. As obras de Tarsila do Amaral foram escolhidas como objeto de estudo desta dissertação com o objetivo de investigar a arte de uma pintora brasileira que se esforçou para conectar o Brasil ao Modernismo europeu no começo do século XX, mesmo tendo que enfrentar eventuais preconceitos que seu estilo de vanguarda pudesse causar. A análise visual teve como apoio a gramática visual de Kress and van Leeuwen (1996) a qual é baseada na gramática sistêmica funcional (SFL) de Halliday (1978,1994). Com esta base teórica, o estudo faz uma descrição do Contexto da cultura no qual Tarsila do Amaral estava inserida quando iniciou sua carreira de pintora e depois também descreve as estruturas (os significados Represetacionais, Interacionais e Composicionais) que operam nas três pinturas acima mencionadas. Esta análise contribuiu para a descoberta de importantes significados sócio-culturais inseridos nas pinturas de Tarsila do Amaral, tais como a presença do Modernismo e os problemas sociais relacionados com a industrialização no país. Outras áreas acadêmicas, além de lingüística, tais com História da Arte, História do Brasil e Artes Visuais foram usadas na pesquisa aqui desenvolvida num trabalho interdisciplinar. Os resultados sugerem: a) que as pinturas de Tarsila do Amaral (como qualquer tipo de comunicação visual) estão relacionadas com o contexto sócio-cultural da sociedade na qual foram produzidas e b) que o letramento visual pode, então, contribuir para que tenhamos uma melhor compreensão da sociedade contemporânea.
Echard, William B. "Neil Young, embodiment, and stylistic diversity, a social semiotic and musicological perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.
Повний текст джерелаEchard, William B. "Neil Young, embodiment, and stylistic diversity a social semiotic and musicological perspective /." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.
Повний текст джерелаFredlund, 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.
Повний текст джерелаNOBREGA, ADRIANA NOGUEIRA ACCIOLY. "NARRATIVE AND EVALUATION IN THE CONSTRUCTION OF PEDAGOGIC KNOWLEDGE: A SOCIAL-CULTURAL AND SOCIAL-SEMIOTIC PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13947@1.
Повний текст джерелаO objetivo deste estudo é investigar as narrativas orais de experiências pessoais produzidas em sala de aula, enfocando esta prática discursiva como um lócus para o processo de socioconstrução do conhecimento pedagógico. A arquitetura teórica da pesquisa baseia-se na teoria sociocultural (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells e Claxton, 2002), desenvolvida a partir de trabalhos de Vygotsky ([1984]1998, 2001); na perspectiva sistêmico-funcional (Halliday e Hasan, 1989; Halliday e Matthiessen, 1999; Eggins, 2004), sendo a linguagem considerada como ferramenta semiótica mediadora no processo de socioconstrução do conhecimento pedagógico; e na visão socioconstrucionista da narrativa como prática social (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Seis aspectos são considerados para a caracterização do discurso narrativo: integração ao discurso pedagógico, espontaneidade, não-consciência, tempo narrativo, reportabilidade e avaliação, sendo esta enfocada sob dois paradigmas teóricos: abordagens sociolinguísticas (Labov e Waletzky, 1967; Labov, 1972; Linde, 1997); e teoria da valoração (Martin, 2001, 2006; Martin e White, 2005). Fragmentos de aulas de Pragmática em um curso de pós-graduação em uma universidade do Rio de Janeiro foram selecionados como instanciações da prática narrativa. Nove alunos de mestrado, oito de doutorado, incluindo a alunapesquisadora, e uma professora participaram da pesquisa como interlocutores narrativos. A análise desenvolvida baseia-se em uma abordagem sócio-histórica como orientadora da pesquisa qualitativa (Freitas, 2002; André, 2001) e os trechos narrativos são investigados quanto à sua conexão com o discurso do conteúdo pedagógico, quanto à estrutura narrativa laboviana, e quanto a elementos avaliativos, que se mostraram altamente relevantes para a negociação e socioconstrução de conhecimento. Os resultados da análise revelam também o caráter multifuncional das práticas narrativas no contexto pedagógico, bem como características peculiares das narrativas orais produzidas em sala de aula, as quais atuam como via de mão dupla no processo de construção social do conhecimento pedagógico, uma vez que, através dos relatos de histórias particulares, a experiência constrói o conhecimento formal (instrucional/pedagógico) e este, por sua vez, ajuda na possível compreensão da experiência vivida, unindo o individual ao coletivo.
The purpose of this study is to investigate narratives of personal experience produced in the classroom, focusing on this discursive practice as a locus for the process of social construction of pedagogic knowledge. The theoretical architecture built in this research is based on the social-cultural theory (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells & Claxton, 2002) developed from Vygotsky’s principles ([1984]1998, 2001); the systemic-functional approach (Halliday & Hasan, 1989; Halliday & Matthiessen, 1999; Eggins, 2004), which considers language as a semiotic mediating tool in the (co)construction of pedagogic knowledge; and the social constructionist notion of narrative as social practice (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Six aspects are considered to classify narrative discourse: spontaneity, unconsciousness, integration with pedagogic discourse, narrative time, evaluation, and reportability. Evaluation is examined under two theoretical paradigms: sociolinguistics (Labov & Waletzky, 1967; Labov, 1972; Linde, 1997); and appraisal theory (Martin, 2001, 2006; Martin & White, 2005). Fragments of postgraduate Pragmatics lessons offered at a university in Rio de Janeiro were selected as instantiations of narrative practice. One professor, nine master’s and eight doctoral students, including the researcher herself, took part in this study as narrative interlocutors. The analysis follows a qualitative methodology based on a social-historical approach (Freitas, 2002; André, 2001). The selected extracts were analyzed concerning their connection to pedagogic discourse, Labov’s (1972) narrative structure, and evaluative aspects, which turned out to be highly relevant in the process of meaning negotiation. Results of the analysis also show the multifunctional nature of narrative practices in the pedagogic setting, as well as specific features of classroom narratives, which act as a two-way route in the process of social construction of pedagogic knowledge. Through the telling of experiences in personal stories, formal (educational/pedagogic) knowledge is constructed and, in return, it helps the narrator understand the lived experience, joining the individual to the collective.
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.
Повний текст джерелаA 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.
Книги з теми "Social semiotic perspective"
Ruqaiya, Hasan, and Deakin University. School of Education. Open Campus Program., eds. Language, context, and text: Aspects of language in a social-semiotic perspective. [Deakin, Vic., Australia]: Deakin University Press, 1985.
Знайти повний текст джерелаLessons from a Quechua Strongwoman: Ideophony, Dialogue, and Perspective. Tucson: University of Arizona Press, 2010.
Знайти повний текст джерелаLier, Leo Van. The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic, 2004.
Знайти повний текст джерелаL'homme trace: Perspectives anthropologiques des traces contemporaines. Paris: CNRS éditions, 2011.
Знайти повний текст джерелаLangage et action sociale: Aspects philosophiques et sémiotiques du langage dans la perspective de l'ethnométhodologie. Fribourg, Suisse: Editions universitaires, 1986.
Знайти повний текст джерелаNew discourse on language: Functional perspectives on multimodality, identity, and affiliation. London: Continuum, 2010.
Знайти повний текст джерелаRajandran, Kumaran, and Shakila Abdul Manan. Discourses of Southeast Asia: A Social Semiotic Perspective. Springer Singapore Pte. Limited, 2020.
Знайти повний текст джерелаRajandran, Kumaran, and Shakila Abdul Manan. Discourses of Southeast Asia: A Social Semiotic Perspective. Springer, 2019.
Знайти повний текст джерелаHuisman, Rosemary. Narrative Worlds and the Texture of Time: A Social-Semiotic Perspective. Routledge, Chapman & Hall, Incorporated, 2022.
Знайти повний текст джерелаHuisman, Rosemary. Narrative Worlds and the Texture of Time: A Social-Semiotic Perspective. Taylor & Francis Group, 2022.
Знайти повний текст джерелаЧастини книг з теми "Social semiotic perspective"
Kress, Gunther, Jeff Bezemer, Sophia Diamantopoulou, Carey Jewitt, and Diane Mavers. "A social semiotic perspective on learning." In Learning as Social Practice, 70–102. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Foundations and futures of education: Routledge, 2021. http://dx.doi.org/10.4324/9781003139188-4.
Повний текст джерелаMatthiessen, Christian M. I. M. "Language Use in a Social Semiotic Perspective." In The Routledge Handbook of Pragmatics, 459–89. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Handbooks in applied linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315668925-34.
Повний текст джерелаMickan, Peter. "A social semiotic perspective on language teaching." In Researching Chinese Language Education, 46–58. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315618128-3.
Повний текст джерелаLemke, Jay L. "Cognition, Context, and Learning: A Social Semiotic Perspective." In Situated Cognition, 37–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003064121-3.
Повний текст джерелаCatellani, Andrea, and Øyvind Ihlen. "CSR Communication from a Rhetorical and Semiotic Perspective." In The Routledge Handbook of Corporate Social Responsibility Communication, 34–45. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003184911-5.
Повний текст джерелаArcher, Arlene, and Anders Björkvall. "Discourses in and Around Upcycled Artefacts: A Social Semiotic Perspective." In Lecture Notes in Production Engineering, 29–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72640-9_6.
Повний текст джерелаKryssanov, Victor V., Masayuki Okabe, Koh Kakusho, and Michihiko Minoh. "Communication of Social Agents and the Digital City — A Semiotic Perspective." In Lecture Notes in Computer Science, 56–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45636-8_5.
Повний текст джерелаNg, Carl Jon Way. "Governing (Through) Affect: A Social Semiotic Perspective of Affective Governance in Singapore." In Discourses of Southeast Asia, 23–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9883-4_2.
Повний текст джерелаKress, Gunther. "Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning." In Educational Assessment in the 21st Century, 19–41. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9964-9_2.
Повний текст джерелаMickan, Peter. "Text-Based Research and Teaching from a Social Semiotic Perspective: Transformative Research and Pedagogy." In Text-Based Research and Teaching, 15–35. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_2.
Повний текст джерелаТези доповідей конференцій з теми "Social semiotic perspective"
"SOCIO-TECHNICAL FACTORS INFLUENCING SOCIAL MEDIA ADOPTION IN BUSINESS - A Semiotic Perspective." In 12th International Conference on Informatics and Semiotics in Organisations. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003269801410148.
Повний текст джерелаReswari, Cinthia, Dwi Rukmini, Helena I. R. Agustien, and Djoko Sutopo. "Vocational High School Students’ Perception Towards English Learning Materials Based on the Social Semiotic Perspective." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.060.
Повний текст джерелаFatimah, Siti, Joko Nurkamto, Budi Setiawan, and Ngadiso Ngadiso. "Multicultural Values on Poetry Collection of Air Kata Kata by Sindhunata in Social Semiotic Perspective." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281676.
Повний текст джерелаPrastiwi, Chyntia Heru Woro, Dwi Rukmini, Mursid Saleh, Puji Astuti, and Chyntia Heru Woro Prastiwi. "Teaching 21st Century Skills to Engineering Students Through Project-Based Learning (Social Semiotic Perspective)." In 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.059.
Повний текст джерелаSun, Fangmin. "Meaning Constructed by Images in Cross-border E-business Websites-A Case Study in China from Social-semiotic Perspective." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.44.
Повний текст джерелаKARAS, Anatoliy. "HAPPINESS AS FATE, SENSE, MEANING, AND ALLOTMENT." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.33.
Повний текст джерелаHaryani, Heni. "Campaign of Waste Management Program in Bandung City in a Semiotics Perspective." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019702680274.
Повний текст джерелаTao, Hui, and Wen-Jiao Li. "Female Body Damage and Decorative Behaviour from the Perspective of Semiotics." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.121.
Повний текст джерелаLi, Yanni, Jingyu Yang, Jiayin Li, Yiqun Liu, and Peiyu Li. "On Indirectness in English and Chinese Advertising Language from the Perspective of Semiotics." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.245.
Повний текст джерелаYou, Xingyao, and Wentao Li. "Research on the Design of Talisman Cultural Products from the Perspective of Semiotics." In 2021 International Conference on Culture, Design and Social Development (CDSD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220109.074.
Повний текст джерела