Abstracts - Faculdade de Letras da Universidade de Lisboa

More documents

Recommendations

Info

LEN UNSWORTH, UNIVERSITY OF NEW ENGLANDRELATING SEMIOTIC ACCOUNTS OF IMAGE-LANGUAGE INTERACTION ANDCHILDREN’S MULTIMODAL READING COMPREHENSIONConceptualizing image-language relations remains a challenge for multimodalsemiotics and for literacy education. An Australian Research Council (ARC) fundedproject [Unsworth, L., Barnes, G. & O’Donnell, K. (2006-2008)] indicated that therelative comprehension difficulty of questions in State-wide reading testscorresponded to different types of image-language relations in the stimulus texts.The types of image-language relations were derived from logico-semantic relations- consistent with other systemic functional linguistics derived modelling, analogizingfrom the text-forming resources of language (Royce 1998; Martinec and Salway2005; Royce 2007; Unsworth and Cleirigh 2009). Such approaches continue toemerge (Kvåle 2010), but Martin (2008) and Martin and Painter (in press) argue thattreating inter-modal relations as if they were intra-modal cohesive or logicosemanticones, problematically assumes a simple equation of meanings in thedifferent modalities, and that, at least in relation to children’s picture books, “visualand verbal meanings are not realizations of an underlying meaning; rather theycooperate, bi-modally, in the instantiation of a genre” (Martin, 2008, p. 136).The purpose of this session is to show how a range of different approaches tosemiotic modelling of image-language interaction might inform our understandingof children’s negotiation of image-language relations in responding to readingcomprehension questions. Firstly, the ARC study results will be outlined. Secondly, arange of multimodal analyses of the most difficult comprehension questions andstimulus texts will be presented. Thirdly, key features of these analyses will berelated to the children’s comprehension results and to interview data about howthey sought to answer the test questions. Conclusions will be drawn aboutpotentially pedagogically informative approaches to semiotic analyses of imagelanguagerelations, and implications will be noted for reading comprehensiontesting, such as national tests, and also for international tests such as the OECDProgram for International Student Assessment (PISA).ReferencesKvåle, G. (2010) The image-text complex: Analyzing image-text interactions. Paper presentedat the 5 th International Conference on Multimodality (5ICOM), University of Technology,Sydney, 1-3 December, 2010.Martin, J.R. (2008) Intermodal Reconciliation: Mates in Arms. In Unsworth, L. (ed) NewLiteracies and the English Curriculum: Multimodal Perspectives. London: Continuum.Martinec, R. and A. Salway (2005). ´´A system for image-text relations in new (and old) media.ISFC38 Book of Abstracts Page 112 Lisbon, July 2011
´´ Visual Communication 4(3): 337-371.Painter, C. and Martin, J.R. (in press) Intermodal complementarity: modelling affordancesacross image and verbiage in children’s picture books. Ilha do Desterro: A Journal of EnglishLanguage, Literatures in English and Cultural Studies (Special Issue on Multimodality).Royce, T. (1998). ´´Synergy on the page: Exploring intersemiotic complementarity in pagebasedmultimodal text.´´ Japan Association Systemic Functional Linguistics Occasional Papers1(1): 25-50.Royce, T. (2007). Intersemiotic Complementarity: A Framework for Multimodal DiscourseAnalysis. New Directions in the Analysis of Multimodal Discourse. T. Royce and W. Bowcher.Mahwah, New Jersey and London, Erlbaum: 63-109.Unsworth, L., Barnes, G. & O’Donnell, K. (2006-2008) New dimensions of group literacy testsfor schools: Multimodal reading comprehension in conventional and computer-based format.An Australian Research Council (ARC) Linkage Grant in conjunction with the EducationalMeasurement and Schools Assessment Directorate of the New South Wales (NSW)Department of Education and Training (DET).Unsworth, L. and C. Cleirigh (2009). Multimodality and reading: The Construction of meaningthrough image-text interaction. Handbook of Multimodal Analysis. C. Jewitt. London,Routledge: 151-164.PAPER SESSION 9E - ROOM 5 - FRIDAY, 28 JULYISFC38 Book of Abstracts Page 113 Lisbon, July 2011
Page 1 and 2:
BOOK OF ABSTRACTSISFC38Negotiating
Page 3 and 4:
WelcomeAs the convenor of the 38 th
Page 5 and 6:
Congress VenueFACULDADE DE LETRAS D
Page 7 and 8:
JAMES R. MARTIN, UNIVERSITY OF SYDN
Page 9 and 10:
J. LACHLAN MACKENZIE, ILTEC-INSTITU
Page 11 and 12:
ORLANDO VIAN JR., FEDERAL UNIVERSIT
Page 13 and 14:
Paper PresentationsADEGBOYE ADEYANJ
Page 15 and 16:
AIYOUB JODAIRI PINEH, THE UNIVERSIT
Page 17 and 18:
http://www.grammatics.com/appraisal
Page 19 and 20:
ALEXANNE DON, UNIVERSITY OF SYDNEY,
Page 21 and 22:
ALICE CAFFAREL, THE UNIVERSITY OF S
Page 23 and 24:
ANDREA NINI, ASTON UNIVERSITYSYSTEM
Page 25 and 26:
ÂNGELA MARIA V. BOAS LEITE, UNIVER
Page 27 and 28:
Lavid, Julia, Jorge Arus and Juan R
Page 29 and 30:
ANNE MCCABE, SAINT LOUIS UNIVERSITY
Page 31 and 32:
ANTÓNIO M. S. AVELAR, FACULDADE DE
Page 33 and 34:
ARIANNA MAIORANI, LOUGHBOROUGH UNIV
Page 35 and 36:
AURORA DONZELLI, SLCTOWARDS AN EMAN
Page 37 and 38:
BEATRIZ QUIROZ, UNIVERSITY OF SYDNE
Page 39 and 40:
BIRGIT HUEMER, UNIVERSITY OF VIENNA
Page 41 and 42:
CECILIA COLOMBI, UNIVERSITY OF CALI
Page 43 and 44:
CHANG CHENGUANG, SUN YAT-SEN UNIVER
Page 45:
CONGJUN MU, SHANGHAI MARITIME UNIVE
Page 48 and 49:
DAVID OLATUNDE FIKI-GEORGE, AHMADU
Page 50 and 51:
DEREK IRWIN, UNIVERSITY OF NOTTINGH
Page 52 and 53:
DÉSIRÉE MOTTA-ROTH, UNIVERSIDADE
Page 54 and 55:
ESFL Conference & Workshop, Koper,
Page 56 and 57:
DORIS LARUBA OBIEJE, AHMADU BELLO U
Page 58 and 59:
DOROTHY ECONOMOU, UNIVERSITY OF SYD
Page 60 and 61:
ELAINE ESPINDOLA, THE HONG KONG POL
Page 62 and 63: ELISSA ASP, SAINT MARY´S UNIVERSIT
Page 64 and 65: ELIZABETH WALKER, HK INSTITUTE OF E
Page 66 and 67: ESZTER SZENES, THE UNIVERSITY OF SY
Page 68 and 69: FAN DAI, SUN YAT-SEN UNIVERSITYTHE
Page 70 and 71: FEDERICO NAVARRO, UNIVERSIDAD DE BU
Page 72 and 73: FLORIAN HISS, UNIVERSITY OF TROMSØ
Page 74 and 75: FUJITA TORU, GRADUATE SCHOOL, DOSHI
Page 76 and 77: GERARD O'GRADY, CARDIFF UNIVERSITYP
Page 78 and 79: GERSINEY PABLO SANTOS, UNIVERSIDADE
Page 80 and 81: GORDON TUCKER, CARDIFF UNIVERSITY´
Page 82 and 83: GUO SONGDAN, THE HONG KONG POLYTECH
Page 84 and 85: HONG HUAQING, NATIONAL INST. OF EDU
Page 86 and 87: Machin, David (2007): Introduction
Page 88 and 89: IRENE PASCUAL, UNIVERSIDAD AUTÓNOM
Page 90 and 91: JACQUELINE FIUZA DA SILVA REGIS, UN
Page 92 and 93: JANE HELEN JOHNSON, UNIVERSITY OF B
Page 94 and 95: London: Continuum.Taverniers, M. (2
Page 96 and 97: JIM DONOHUE, OPEN UNIVERSITYTEXT AN
Page 98 and 99: JOANNE NEFF-VAN ARTSELAER, UNIVERSI
Page 100 and 101: JOÃO BOSCO FIGUEIREDO-GOMES, UNIVE
Page 102 and 103: JOSÉ MANUEL DURAN, UNIVERSIDAD DE
Page 104 and 105: KAREN MALAN, LONDON METROPOLITAN UN
Page 106 and 107: KEIZO NANRI, OITA UNIVERSITYQUARREL
Page 108 and 109: KHALID KHALAF ALKHALAF, INSTITUTE O
Page 110 and 111: LEILA BARBARA, PUCSP/CNPQ, BRAZILC
Page 114 and 115: LEONARDO PEREIRA NUNES, FEDERAL UNI
Page 116 and 117: LIBO GUO, NANYANG TECHNOLOGICAL UNI
Page 118 and 119: LILI CAVALHEIRO, ULICES / FACULTY O
Page 120 and 121: LUÍSA ÁLVARES PEREIRA, UNIVERSIDA
Page 122 and 123: MAKOTO SASAKI, AICHI GAKUIN UNIVERS
Page 124 and 125: MARIA ANTÓNIA COUTINHO, CLUNL, UNI
Page 126 and 127: MARIA APARECIDA CALTABIANO SILVA, P
Page 128 and 129: MARIA GORETI MONTEIRO, INSTITUTO PO
Page 130 and 131: MARÍA MARTÍNEZ LIROLA, UNIVERSITY
Page 132 and 133: MARIA MEDIANEIRA DE SOUZA, UNIVERSI
Page 134 and 135: MÁRIO MARTINS, ILTEC, UNIVERSIDADE
Page 136 and 137: MARK SHIU KEE SHUM, FACULTY OF EDUC
Page 138 and 139: MARTIN KALTENBACHER, UNIVERSITY OF
Page 140 and 141: MASAMICHI WASHITAKE, AICHI GAKUIN U
Page 142 and 143: MELANI NEKIC, JUSTUS-LIEBIG UNIVERS
Page 144 and 145: and New York: Routledge.Kress, G.,
Page 146 and 147: MICHAEL O'TOOLE, MURDOCH UNIVERSITY
Page 148 and 149: MIZUSAWA YUMIKO, KANAGAWA UNIVERSIT
Page 150 and 151: MONIQUE FROBERT-ADAMO, UNIVERSITÉ
Page 152 and 153: NASRIN HADIDI TAMJID, ISLAMIC AZAD
Page 154 and 155: NATALIA IGNATIEVA, UNIVERSITY OF ME
Page 156 and 157: PALLAM LAKSHMI NARASA DASU, THE ENG
Page 158 and 159: PATRICIA PAUGH, UNIVERSITY OF MASSA
Page 160 and 161: PATRICK KIERNAN, MEIJI UNIVERSITY,
Page 162 and 163:
capital city of China, besides econ
Page 164 and 165:
QI-LONG CHENG, SHANGHAI UNIVERSITYF
Page 166 and 167:
RICCARDO GIOMI, INSTITUTO DE LINGU
Page 168 and 169:
ROBIN FAWCETT, CARDIFF UNIVERSITY,
Page 170 and 171:
Reutledge.Kress, G. et al. (2001).
Page 172 and 173:
SAEIDEH AHANGARI, ISLAMIC AZAD UNIV
Page 174 and 175:
SALVIO MARTÍN MENÉNDEZ, UNIVERSID
Page 176 and 177:
SILVIA PESSOA, CARNEGIE MELLON UNIV
Page 178 and 179:
SOLANGE TERESINHA RICARDO DE CASTRO
Page 180 and 181:
SONJA STARC, UNIVERSITY OF PRIMORSK
Page 182 and 183:
STELLA NEUMANN, RWTH AACHEN UNIVERS
Page 184 and 185:
London/New York: Longman. S. 232-27
Page 186 and 187:
SUE SPINKS, MACQUARIE UNIVERSITY, A
Page 188 and 189:
TAMMY SLATER, IOWA STATE UNIVERSITY
Page 190 and 191:
TERESA CASTINEIRA, BENEMÉRITA UNIV
Page 192 and 193:
TOM BARTLETT, CARDIFF UNIVERSITYAMJ
Page 194 and 195:
VERALUCIA GUIMARÃES DE SOUZA, PPGL
Page 196 and 197:
VIOLETA QUENTAL, PONTÍFICA UNIVERS
Page 198 and 199:
VIVIANE DE MELO RESENDE, UNIVERSIDA
Page 200 and 201:
Halliday, Michael Alexander Kirkwoo
Page 202 and 203:
Context in Functional Linguistics.
Page 204 and 205:
XINGHUA LIU, UNIVERSITY OF READINGA
Page 206 and 207:
ZOHRE SEIFOORI, ISLAMIC AZAD UNIVER
Page 208 and 209:
teachers to engage all students and
Page 210 and 211:
learners. Research in Australia fou
Page 212 and 213:
CRISTIANE FUZER, UNIVERSIDADE FEDER
Page 214 and 215:
eality show.3. Sara Regina Scotta C
Page 216 and 217:
Considering the above description,
Page 218 and 219:
This paper aims at looking into the
Page 220 and 221:
disseminate subject knowledge in bo
Page 222 and 223:
HIRAM MAXIM, EMORY UNIVERSITYSTUDEN
Page 224 and 225:
discourses in the discipline. The c
Page 226 and 227:
Lanham, MD: Rowman & Littlefield.Ca
Page 228 and 229:
Thompson (eds.) Evaluation in Text:
Page 230 and 231:
sophisticated theory like SFG, and
Page 232 and 233:
Martin, J. R., & Rose, D. (2005). D
Page 234 and 235:
PAULINE JONES, UNIVERSITY OF WOLLON
Page 236 and 237:
3. Lorraine McDonald (Australian Ca
Page 238 and 239:
TERESA OTEÍZA, PONTIFICIA UNIVERSI
Page 240 and 241:
Sciences, one of the aspects focuse
Page 242 and 243:
WorkshopsMONIQUE FROBERT-ADAMO, UNI
Page 244 and 245:
PETER R. R. WHITE, UNIVERSITY OF NE
Page 246 and 247:
mentioning previous studies on Them
Page 248 and 249:
Fawcett, Robin. P., 2009. ‘Seven
show all

Abstracts - Faculdade de Letras da Universidade de Lisboa

Create successful ePaper yourself

Delete template?

Save as template?