| 1 |
The multimodality in Libras dictionaries: theoretical and applied reflections ; A multimodalidade em dicionários de Libras: reflexões teóricas e aplicadas
|
|
|
|
In: Revista GTLex; v. 7 (2021): Volume 7 ; 2447-9551 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Multimodal resources in five school dictionaries ; Recursos multimodales en cinco diccionarios escolares ; Recursos multimodais em cinco dicionários escolares
|
|
|
|
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
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Children and parents playing together on a large tablet: Spatial configurations and participation frameworks
|
|
|
|
In: BreGroMM - Bremen-Groningen Online Workshops on Multimodality ; https://hal.archives-ouvertes.fr/hal-03258724 ; BreGroMM - Bremen-Groningen Online Workshops on Multimodality, John Arnold Bateman; Janina Wildfeuer, Jun 2021, Bremen, Germany (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Hands on Painting. A multimodal study of tactile visits in a contemporary art museum
|
|
|
|
In: LSPP6 – Multimodality and Beyond: Adressing complexity and emerging needs in LSP ; https://hal.archives-ouvertes.fr/hal-03249561 ; LSPP6 – Multimodality and Beyond: Adressing complexity and emerging needs in LSP, Simon Harrison (Chair); Christoph Hafner (Co-Chair); Becky Kwan; Jenifer Ho, Jun 2021, Hong Kong, China (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Touching paintings. A multimodal analysis of guided tactile explorations in a contemporary art museum
|
|
|
|
In: 17th International Pragmatics Conference - The Pragmatics of Inclusion (IPrA 2021) ; https://hal.archives-ouvertes.fr/hal-03277050 ; 17th International Pragmatics Conference - The Pragmatics of Inclusion (IPrA 2021), Christiane Hohenstein (Chair), Jun 2021, Winterthur, Switzerland (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
REVIEW: Thurlow Crispin, Dürscheid Christa & Diémoz Federica (eds) (2020). Visualizing digital discourse. Berlin/Boston: De Gruyter.
|
|
|
|
In: https://hal.archives-ouvertes.fr/hal-03218125 ; 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
INTERNATIONALISATION IN THE TIME OF COVID. ONLINE AND ENGLISH AS MEDIA OF INSTRUCTION AT THE UNIVERSITY. A CASE STUDY
|
|
|
|
In: “MOOCs, Language learning and mobility, design, integration, reuse” ; https://hal.archives-ouvertes.fr/hal-03216179 ; “MOOCs, Language learning and mobility, design, integration, reuse”, Apr 2021, Online Conference, Italy (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Emergence, participation and co-construction through the lens of multimodality ; Emergence, participation et co-construction au prisme de la multimodalité
|
|
|
|
In: https://hal.archives-ouvertes.fr/hal-03333686 ; 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Seeing by touch: Creativity, multimodality and multisensoriality in a clay workshop
|
|
|
|
In: AILA 2021 - 19th World Congress of the International Association of Applied Linguistics ; https://hal.archives-ouvertes.fr/hal-03326147 ; AILA 2021 - 19th World Congress of the International Association of Applied Linguistics, Prof. Dr. Marjolijn H. Verspoor (Chair); Dr. Marije C. Michel (Co-chair), Aug 2021, Groningen, Netherlands (2021)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Corpora in interaction: A conversational study of Data-Driven Learning interactions with the FLEURON database
|
|
|
|
In: AILA 2021 - 19th World Congress of the International Association of Applied Linguistics ; https://hal.archives-ouvertes.fr/hal-03326081 ; AILA 2021 - 19th World Congress of the International Association of Applied Linguistics, Prof. Dr. Marjolijn H. Verspoor (Chair); Dr. Marije C. Michel (Co-chair), Aug 2021, Groningen, Netherlands ; https://www.aila2021.nl/ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Multimodal conversational routines: talk-in-interaction through the prism of complexity
|
|
|
|
In: Language is a complex adaptive system ; https://halshs.archives-ouvertes.fr/halshs-03104175 ; Language is a complex adaptive system, Language Science Press, In press (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
The shape of species abundance distributions across spatial scales
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Assessing the quality of TTS audio in the LARA learning-by-reading platform
|
|
|
|
In: ISBN: 9782490057979 ; CALL and professionalisation: short papers from EUROCALL 2021 pp. 1-5 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
A translated volume and its many covers: A Diachronic, Social-Semiotic Approach to the Study of Translated Book Covers
|
|
Li, L. - : Bloomsbury, 2021. : London and New York, 2021
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Tradução e comunicação multilingue no âmbito da arte: um estudo de caso ; Translation and multilingual communication in the field of art: a case study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Interacionismo simbólico: análises de casos sobre o corpo multimodal em stickers do Whatsapp ; Symbolic interaction: case analysis of the multimodal body in stickers from Whatsapp
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
