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Hits 1 – 19 of 19
1
Domestic Ubimus
Keller, Damián
;
Simurra, Ivan
;
Messina, Marcello
...
In: EISSN: 2409-9708 ; EAI Endorsed Transactions on Creative Technologies ; https://hal-hprints.archives-ouvertes.fr/hprints-03602695 ; EAI Endorsed Transactions on Creative Technologies, EAI - European Alliance for Innovation, 2022, ⟨10.4108/eai.22-2-2022.173493⟩ (2022)
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2
Multidimensional Coding of Multimodal Languaging in Multi-Party Settings ...
Aliyah Morgenstern
;
Christophe Parisse
. - : NAKALA - https://nakala.fr (Huma-Num - CNRS), 2022
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3
UNFOLDING TIME: The Mechanics of Narrative Fold-Ins ...
Hamlyn-Harris, Thomas
. - : University of the Sunshine Coast, Queensland, 2022
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4
Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
Josh Prada
In: Languages; Volume 7; Issue 1; Pages: 70 (2022)
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5
Text+: Language- and text-based Research Data Infrastructure ...
Hinrichs, Erhard
;
Leinen, Peter
;
Geyken, Alexander
. - : Zenodo, 2022
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6
Text+: Language- and text-based Research Data Infrastructure ...
Hinrichs, Erhard
;
Leinen, Peter
;
Geyken, Alexander
. - : Zenodo, 2022
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7
Text+: Language- and text-based Research Data Infrastructure ...
Hinrichs, Erhard
;
Leinen, Peter
;
Geyken, Alexander
. - : Zenodo, 2022
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8
The multimodality in Libras dictionaries: theoretical and applied reflections ; A multimodalidade em dicionários de Libras: reflexões teóricas e aplicadas
de Moraes Cinti, Cíntia Débora
;
Rodrigues-Pereira, Renato
In: Revista GTLex; v. 7 (2021): Volume 7 ; 2447-9551 (2022)
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9
Multimodal resources in five school dictionaries ; Recursos multimodales en cinco diccionarios escolares ; Recursos multimodais em cinco dicionários escolares
Bertonha, Fábio Henrique de Carvalho
In: Revista GTLex; v. 7 (2021): Volume 7 ; 2447-9551 (2022)
Abstract:
The textual meaning can be reinforced by information’s value, its composition, its emphasis and also its disposition, so multimodal resources, if well organized, can help student to understand more widely lexicographic text, therefore, when exploring use of these resources, we can shed light on multimodal lexicography. In view of this, in this paper, we intend to reflect about some of the multimodal resources present in five school dictionaries that comprise PNLD 2012: Dicionários (Programme which divides dictionaries into four groups), namely: Dicionário Aurélio Ilustrado (FERREIRA, 2008), Dicionário Ilustrado de Português (BIDERMAN, 2009), Palavrinha Viva (BORBA, 2011), Saraiva Jovem (SARAIVA; OLIVEIRA, 2011), and Aurélio Júnior (FERREIRA, 2011). Based on Bernhardt (2004), Mozdzenski (2006), Kress and Van Leeuwen (2007), Farias (2010), Nascimento and Pontes (2011; 2020), we found illustrations and cross-references, among others, are efficient multimodal elements for complementing the meanings of lexical units. 38 representative entries from these five dictionaries were chosen for analysing. Comparing them, we noted effective multimodal features – images, different sizes of letters, bold and italic highlights, assorted colours, cross-references, attachments, etc. – for learning because, most often, they make clean definition. Therefore, lexicographical integration between languages (written and imagery) contributes to student’s lexical expansion. ; El significado textual puede verse reforzado por el valor de la información, su composición, su énfasis y también su disposición, por lo que los dispositivos multimodales, si están bien organizados, pueden ayudar al usuario a comprender más ampliamente el texto lexicográfico, por lo que cuando exploramos su uso, podemos arrojar luz sobre la lexicografía multimodal. En vista de eso, en este trabajo pretendemos reflexionar y analizar algunos de los mecanismos multimodales presentes en cinco diccionarios escolares que componen el PNLD 2012: Dicionários, el cual se divide en cuatro grupos de diccionarios. Basándonos en Bernhardt (2004), Mozdzenski (2006), Kress y Van Leeuwen (2007), Farias (2010), Nascimento e Pontes (2011; 2020), encontramos que las ilustraciones y los remisivos, entre otros, son elementos multimodales eficientes para complementar los significados de las unidades lexicográficas. Como criterio para la selección de los artículos en los diccionarios, se eligieron ejemplos representativos de cinco obras, a saber: (i) Tipo 2 – Palavrinha Viva (BORBA, 2011), Dicionário Ilustrado de Português (BIDERMAN, 2009) y Dicionário Aurélio Ilustrado (FERREIRA, 2008); (ii) Tipo 3 - Saraiva Jovem (SARAIVA; OLIVEIRA, 2011) y Aurélio Júnior (FERREIRA, 2011). Resulta que los elementos multimodales – imágenes, diferentes tamaños de la letra, resaltados en negrita y cursiva, colores variados, remisivos, adjuntos, etc. – tienen papel complementario a la definición. Por lo tanto, con el fin de ampliar el conocimiento del usuario, los diccionarios utilizan estos recursos con el fin de completar la información del artículo ; O significado textual pode ser reforçado pelo valor da informação, da sua composição, da sua saliência e também da sua disposição, por isso, dispositivos multimodais, se bem organizados, podem ajudar o estudante a compreender mais amplamente o texto lexicográfico; logo, ao explorarmos sua utilização, podemos lançar luz sobre a lexicografia multimodal. À vista disso, neste artigo, pretendemos refletir sobre alguns dos mecanismos multimodais presentes em cinco dicionários escolares que compõem o PNLD 2012: Dicionários (Programa que divide as obras em quatro grupos), quais sejam: Dicionário Aurélio Ilustrado (FERREIRA, 2008), Dicionário Ilustrado de Português (BIDERMAN, 2009), Palavrinha Viva (BORBA, 2011), Saraiva Jovem (SARAIVA; OLIVEIRA, 2011) e Aurélio Júnior (FERREIRA, 2011). Baseando-nos em Bernhardt (2004), Mozdzenski (2006), Kress e Van Leeuwen (2007), Farias (2010), Nascimento e Pontes (2011; 2020), constatamos que as ilustrações e as remissivas, entre outros elementos multimodais são eficientes para complementar os sentidos das unidades lexicográficas. Foram selecionados 38 verbetes representativos dessas cinco obras dicionarísticas para análise. Comparando-os, constatamos essa eficiência dos itens multimodais – imagens, tamanhos diferentes de fontes, destaques em negrito e em itálico, cores variadas, remissivas, anexos etc. – para o ensino, pois, na maioria das vezes, esclarecem a definição. Portanto, a integração lexicográfica entre as linguagens (escrita e imagética) contribui para a ampliação lexical dos estudantes.
Keyword:
Cross-references
;
Dicionários escolares
;
Imagens
;
Images
;
Learner’s dictionaries
;
Metalexicografia
;
Metalexicografía. Multimodalidad. Diccionarios escolares. Imágenes. Remisivo
;
Metalexicography
;
Multimodalidade
;
Multimodality
;
Remissivas
URL:
https://seer.ufu.br/index.php/GTLex/article/view/63037
https://doi.org/10.14393/Lex-v7a2021/22-2
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10
A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
Chang, Lian
In: Electronic Thesis and Dissertation Repository (2022)
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11
Peut-on traduire une image ? Implications de la créativité dans la traduction de textes audiovisuels ; Can images be translated? Implications of creativity in the translation of audiovisual texts
Chaume, Frederic
;
de los Reyes Lozano, Julio
. - : University Press, 2022
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12
Translinguismo na sinalética urbana no Funchal
Silva, Bernardo Manuel Pereira
. - 2022
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13
Video or audio listening tests for English language teaching context: which is more effective for classroom use?
Clara Herlina Karjo
;
Menik Winiharti
;
Safnil Arsyad
In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 149-166 (2022) (2022)
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14
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
Montero SaizAja, Alejandra
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
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15
Compositional and interpersonal analysis of the picture book Stella brings the family: deconstructing affection
Martínez Lirola, María
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 1-23 (2022)
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16
Teaching multimodal metadiscourse in academic English as a foreign language
Carrió Pastor, María Luisa
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 155-172 (2022)
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17
Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
Fernández Álvarez, Miguel
;
García Laborda, Jesús
;
Magal Royo, Teresa
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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18
Arquitetura de capa dos folhetos de cordel: tradição e modernidade / Cordel leaflets cover architecture: tradition and modernity
Rodrigo Nunes da Silva
;
Linduarte Pereira Rodrigues
In: Revista de Estudos da Linguagem, Vol 30, Iss 1, Pp 175-208 (2022) (2022)
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19
“One does not simply categorize a meme”: A dual classification system for visual-textual internet memes
Cochrane, Leslie
;
Johnson, Alexandra
;
Lay, Aubrey
...
In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5260 ; 2473-8689 (2022)
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