|
Showing 1 - 5 of
5 matches in All Departments
This book is the first comprehensive account of 'body language' as
'paralanguage' informed by Systemic Functional Semiotics (SFS). It
brings together the collaborative work of internationally renowned
academics and emerging scholars to offer a fresh linguistic
perspective on gesture, body orientation, body movement, facial
expression and voice quality resources that support all spoken
language. The authors create a framework for distinguishing
non-semiotic behaviour from paralanguage, and provide a
comprehensive modelling of paralanguage in each of the three
metafunctions of meaning (ideational, interpersonal and textual).
Illustrations of the application of this new model for multimodal
discourse analysis draw on a range of contexts, from social media
vlogs, to animated children's narratives, to face-to-face teaching.
Modelling Paralanguage Using Systemic Functional Semiotics offers
an innovative way for dealing with culture-specific and context
specific paralanguage.
Contemporary children's picture books provide a rich domain for
developing theory and analysis of visual meaning and its relation
to accompanying verbal text. This book offers new descriptions of
the visual strand of meaning in picture book narratives as a way of
furthering the project of 'multimodal' discourse analysis and of
explaining the literacy demands and apprenticing techniques of
children's earliest literature. The book uses the principles of
systemic-functional theory to organise an explicit account of
visual meaning in relation to three perspectives: the visual
construction of the narrative events and characters (ideational
meaning), the visual positioning of the reader through choices
related to focalisation and appraisal (interpersonal meaning) and
The book uses the principles of systemic-functional theory to
organise an explicit account of visual meaning in relation to three
perspectives: the visual construction of the narrative events and
characters (ideational meaning), the visual positioning of the
reader through choices related to focalisation and appraisal
(interpersonal meaning) and the discourse organization of visual
meanings through choices in framing and composition (compositional
meaning). The descriptions throughout are illustrated with examples
from highly regarded children's picture books. This book extends
previous social-semiotic accounts of the 'grammar' of the image, by
focussing attention on discourse level meanings and on semantic
relationships created by sequences of images. At the same time, it
extends current understandings of how picture books work through
its explicit and systematic account of the visual meanings and
their integration with verbal aspects of the texts. It will be of
interest to researchers in (multimodal) discourse analysis,
systemic-functional theory and children's literature and literacy.
This book is the first comprehensive account of 'body language' as
'paralanguage' informed by Systemic Functional Semiotics (SFS). It
brings together the collaborative work of internationally renowned
academics and emerging scholars to offer a fresh linguistic
perspective on gesture, body orientation, body movement, facial
expression and voice quality resources that support all spoken
language. The authors create a framework for distinguishing
non-semiotic behaviour from paralanguage, and provide a
comprehensive modelling of paralanguage in each of the three
metafunctions of meaning (ideational, interpersonal and textual).
Illustrations of the application of this new model for multimodal
discourse analysis draw on a range of contexts, from social media
vlogs, to animated children's narratives, to face-to-face teaching.
Modelling Paralanguage Using Systemic Functional Semiotics offers
an innovative way for dealing with culture-specific and context
specific paralanguage.
This book offers a systematic linguistic critique of language
development studies since the 1960s. It uses systemic theory to
explain and interpret the development of child language, with
discussions and illustrative texts to explicate the analysis.
Painter provides a rich source of data for child language
researchers in all fields, and aims to make a systematic theory
more accessible to those interested in the ideas put forward by
M.A.K. Halliday in his writings on language development.
Language is a child's major tool for learning about the world.
Through the taken-for-granted interactions of everyday
conversation, a child not only learns the mother tongue, but uses
it as a resource for thinking and reasoning. This book presents a
rich naturalistic case study of one child's use of language from
two-and-a-half to five years, drawing on systemic functional theory
to argue that cognitive development is essentially a linguistic
process and offering a new description and interpretation of
linguistic and cognitive developments during this period. The case
study examines the child's changing language in terms of its role
in interpreting four key domains of experience - the world of
things, the world of events, the world of semiosis (including the
inner world of cognition) and the construal of cause and effect. It
shows how new linguistic possibilities constitute developments in
cognitive resources and prepare the child for later learning in
school. The book extends M. A. K.; Halliday's theory of language
development from the earlier studies of protolanguage and initial
grammar, and will be of interest to researchers across a range of
disciplines, including systemic funct
|
|