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Jakobsen, Ingrid Karoline. „Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)“. Acta Didactica Norge 13, Nr. 1 (15.03.2019): 5. http://dx.doi.org/10.5617/adno.6248.
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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
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Xiong, Ao, Yuanzheng Tong, Shaoyong Guo, Yanru Wang, Sujie Shao und Lin Mei. „An Optimal Allocation Method of Power Multimodal Network Resources Based on NSGA-II“. Wireless Communications and Mobile Computing 2021 (26.10.2021): 1–10. http://dx.doi.org/10.1155/2021/9632277.
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Basic services for power business were provided by the power multimodel network providers. However, because the power multimodal network is usually complex and changeable, the service of power business is often unstable. This problem can be solved by a suitable network resource optimization method. Therefore, how to design a network resource optimization method that seeks a compromise between multiple performance indicators that achieve the normal operation of power multimode networks is still extremely challenging. An optimal allocation method of power multimodal network resources based on NSGA-II was proposed by this paper. Firstly, the power multimodal network-resource model is established, and the problems existing in the resource optimization process are analyzed. Secondly, preprocessing technology and indirect coding technology are applied to NSGA-II, which solves the coding problem and convergence problem of the application of genetic algorithm to the optimization of network resource allocation. Finally, the simulation results show that, compared with the control algorithm, this method has further optimized the various indicators of the resource allocation of the power multimodal network, and the performance has been improved by more than 6%.
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Da Silva Martins, Liviane. „Leitura multimodal e o processo de construção de sentido em charges“. Revista Leitura, Nr. 65 (26.03.2020): 10–23. http://dx.doi.org/10.28998/2317-9945.202065.10-23.
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Textos multimodais são aqueles compostos por mais de um modo semiótico que se integram na construção de sentido do texto e se fazem presentes no nosso dia a dia como os textos publicitários, as historinhas e as charges. O objetivo deste artigo é mostrar o processo de construção de sentido nas charges através da leitura multimodal e para isso discutimos questões sobre a multimodalidade e sua contribuição para compreensão textual baseado nos estudos de Kress e van Leeuwen (2002, 2006), Jewitt (2005), Coscarelli e Novais (2010), Kress (2010), entre outros. Selecionamos três charges para análise seguindo dois critérios estabelecidos: a temática do meio ambiente e a presença tanto da linguagem verbal como da imagem. A metodologia adotada foi qualitativa e descritiva onde os elementos multimodais das charges foram identificados e analisados. Foram observados os seguintes elementos multimodais: cor, participantes representados, olhar, relação entre os participantes, saliência, enquadramento e relação entre texto verbal e imagem. Concluímos que a construção da crítica e ironia tão marcantes desse gênero textual foram alcançadas pela contribuição de cada um dos elementos multimodais integrados entre si. Lectura multimodal y el proceso de construcción de sentido en viñetasLos textos multimodales son aquellos compuestos por más de una forma semiótica que se integran en la construcción del significado del texto y están presentes en nuestro cotidiano, como los textos publicitarios, las historietas y las viñetas. El objetivo de este trabajo es mostrar el proceso de construcción de significado en las viñetas a través de la lectura multimodal y para ello discutimos cuestiones sobre la multimodalidad y su contribución a la comprensión textual basada en los estudios de Kress y van Leeuwen (2002; 2006), Jewitt (2005), Coscarelli y Novais (2010), Kress (2010), entre otros. Seleccionamos tres viñetas para el análisis siguiendo dos criterios establecidos: el tema del medio ambiente y la presencia de lenguaje verbal e imagen. La metodología adoptada fue cualitativa y descriptiva, donde se identificaron y analizaron los elementos multimodales de las viñetas. Se observaron los siguientes elementos multimodales: color, participantes representados, la mirada, relación entre participantes, elemento sobresaliente, encuadre y relación entre texto verbal e imagen. Llegamos a la conclusión de que la construcción de la crítica y la ironía tan característicos en este género textual se logró mediante la contribución de cada uno de los elementos multimodales integrados entre sí. DOI: 10.28998/2317-9945.2020n65p10-23
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Holsting, Alexandra, Cindie Aaen Maagaard und Nina Nørgaard. „Kan man lære at skifte gear? En multimodal tilgang til plot i den litterære tekst“. NyS, Nydanske Sprogstudier, Nr. 56 (27.05.2019): 52–76. http://dx.doi.org/10.7146/nys.v1i56.112649.
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Med udgangspunkt i den multimodale socialsemiotik præsenterer denne artikel en multimodal tilgang til narrativ med særlig fokus på plot i den litterære tekst. Vi argumenterer for, at plot som en strukturering af tekstens begivenheder er særligt kendetegnende for den litterære tekst, og at det realiseres multimodalt gennem billede, grafik, verbalsprog, layout og typografi. Gennem en eksemplarisk analyse af Dorthe Nors’ roman Spejl, skulder, blink viser vi dels den multimodale socialsemiotiks udsigelseskraft i forhold til en roman, der ikke eksplicit fremhæver sin multimodalitet, dels de analytiske fordele ved at inddrage plot som et helt centralt element. Artiklens primære bidrag til det socialsemiotiske multimodale forskningsfelt består i at inddrage plotbegrebet i den multimodale analyse og derved belyse, hvordan den narrative kategori plot, der ofte opfattes som en rent verbalsproglig konstruktion designet af forfatteren, kan ses som resultatet af valg truffet gennem forskellige semiotiske ressourcer og på forskellige realisationsniveauer.
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Rita, Rita. „Penyusunan Peooman Pemberian Izin Badan Usaha Angkutan Multimoda (BUAM)“. Warta Penelitian Perhubungan 24, Nr. 6 (14.05.2019): 567. http://dx.doi.org/10.25104/warlit.v24i6.1041.
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Freight grawth lately is remarkable progress, so we need measures to optimize the transport of goods. In order to support the national logistics system the government has issued Government Regulation No. 8 of 2011 on Transport Multimioda which is the mandate of the Traffic Act and Road Transport, Shipping, Aviation and Railways. Problems in multimodal transportation is not a business entity licensing guidelines multimodal transport. With the approach of qualitative descriptive analysis of the utilization of multimodal transport in the Port of Tanjung Priok Jakarta and Medan Belawan port indicated that the licensing guidelines Multimodal Transport Enterprises really need to be designed. The draft guidelines for licensing Multimodal Transport Entity shall have permanent offices, transport equipment, loading and unloading equipment, and human resources that have a certificate of competence.Keywords: Buam licensing guidelines. Pertumbuhan angkutan barang akhir-akhir ini sangat luar biasa perkembangannya, sehingga perlu dilakukan langkah-langkah uiltuk mengoptimasikan angkutan barang tersebut. Dalam rangka mendukung sistem logistik nasional pemerintah telah menerbitkan Peraturan Pemerintah Nomor 8 Tahun 2011 tentang Angkutan Multimioda yang merupakan amanat dari Undang-Undang Lalu Lintas dan Angkutan Jalan, Pelayaran, Penerbangan dan Perkeretaapian. Permasalahan dalam angkutan multimoda adalah belum adanya pedoman pemberian izin badan usaha angkutan multimoda. Dengan pendekatan analisis deskriptif kualitatif terhadap pengusahaan angkutan multimoda di Pelabuhan Tanjung Priok Jakarta, dan Pelabuhan Belawan Medan diperoleh gambaran bahwa pedoman pemberian izin Badan Usaha Angkutan Multimoda sangat perlu untuk dirancang. Rancangan pedoman pemberian izin Badan Usaha Angkutan Multimoda wajib memiliki kantor tetap, peralatan angkut, peralatan bongkar muat, dan sumber daya manusia yang memiliki sertifikat kompetensi.Kata Kunci: Pedoman Pemberian izin BUAM.
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Pinheiro, Michelle Soares. „Nas teias da formação docente continuada: letramento multimodal crítico nos livros didáticos“. REVISTA INTERSABERES 18 (01.06.2023): e023do3001. http://dx.doi.org/10.22169/revint.v18.e023do3001.
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Nesse artigo, trazemos uma parte da nossa pesquisa de doutorado e temos como objetivo principal perceber como uma formação docente continuada sobre multimodalidade e letramento multimodal crítico, empregando predominantemente textos multimodais de livros didáticos de português, inglês e espanhol, pode agregar conhecimentos e práticas de ensino para professores de uma escola pública. O referencial teórico foi sobre formação docente continuada, multimodalidade e letramento multimodal crítico. A metodologia empregada na pesquisa foi a autoconfrontação com nuances de pesquisa-ação, envolvendo uma formação docente continuada. O principal resultado foi o início de um processo de reflexão por parte dos professores de línguas que passaram a ressignificar o uso dos livros didáticos nas atividades de leitura junto a estudantes do ensino médio. Palavras-chave: formação docente continuada; multimodalidade; letramento multimodal crítico. ABSTRACT In this paper, we show a part of a doctorate research which aims to realize how that continuing teacher education on multimodality and critical multimodal literacy — using multimodal texts of Portuguese, English and Spanish textbooks — can contribute for teachers' knowledge and teaching practices at a public school. Theoretical approach is continuing teacher education, multimodality, and critical multimodal literacy. The methodology is self-confrontation with some action-research elements in a continuing teacher education. The main result was the beginning of a reflection process by language teachers in the way that they could resignify textbooks usage in reading activities for high school students. Keywords: continuing teacher education; multimodality; critical multimodal literacy. RESUMEN En este artículo, presentamos parte de nuestra investigación de doctorado y tenemos como objetivo principal percibir cómo una formación docente continua sobre multimodalidad y literacidad multimodal crítica con el uso predominante de textos multimodales de libros didácticos de portugués, inglés y español, puede ofrecer conocimientos y prácticas docentes para profesores de una escuela pública. El referencial teórico fue sobre formación docente continua, multimodalidad y literacidad multimodal crítica. La metodología empleada en la investigación fue la autoconfrontación, con rasgos de investigación-acción, en un recorrido de formación docente continua. El principal resultado fue el comienzo de un proceso de reflexión por parte de los profesores de lenguas que pasaron a resignificar el uso de los libros didácticos en las actividades de lectura con estudiantes de la educación secundaria. Palabras-clave: formación docente continua; multimodalidad; literacidad multimodal crítica.
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Torres-Orihuela, Guido, Miluska Anggie Barriga Huamán und Alexander Ramiro Arenas Cano. „Percepciones de alfabetización multimodal en estudiantes universitarios del área de ingeniería“. Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales 25, Nr. 2 (12.05.2023): 266–82. http://dx.doi.org/10.36390/telos252.04.
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Este artículo de investigación tiene como objetivo de investigación, determinar la percepción de los estudiantes de ingenierías sobre la lectura y escritura multimodales (alfabetización multimodal). El estudio tiene como referentes teóricos y empíricos a Fedorenko (2019), Gladic-Miralles y Cautin-Epifani (2018), Kress y Van Leeuwen (2001), O’Halloran (2012), Parodi (2017, 2020), entre otros también importantes. Se usó el método mixto, es decir, el diseño ex post facto de tipo descriptico-correlacional, aplicando un cuestionario tipo Likert a 415 estudiantes del área de ingeniería de ambos sexos y paralelamente se llevó a cabo dos grupos. Los resultados muestran que los universitarios no accedieron a alfabetización multimodal formal-institucional, pero cuentan con alfabetización multimodal informal, es decir aprendieron desde la práctica personal con la interacción de la multimodalidad en las redes sociales, en las calles, en los centros comerciales y en la universidad. Sin embargo, la alfabetización multimodal informal es insuficiente para acometer la tarea de comprensión y producción de textos multimodales, pues los estudiantes manifiestan dificultades para producir o comprender discursos multimodales de carácter universitario o académico. Estos alumnos universitarios requieren alfabetización multimodal para producir y comprender textos multisemióticos de sus especialidades. No cabe duda, entonces, que los conocimientos adquiridos en alfabetización multimodal informal no son transferibles para los discursos académicos o científicos. Se discute la importancia que la universidad incluya en su estructura curricular, asignaturas de multimodalidad, para garantizar la equidad en la enseñanza aprendizaje académica, científica y profesional.
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Schmitt, Briane, Gabriel Da Silva Ribas und Ernani Cesar Freitas. „O letramento multimodal na escola: estabelecendo uma relação entre o eu e a sociedade“. Diálogo das Letras 7, Nr. 1 (05.06.2018): 96–112. http://dx.doi.org/10.22297/dl.v7i1.2972.
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Esta pesquisa aborda a questão do letramento multimodal e os movimentos de interpretação necessários para a leitura de textos multimodais. Este trabalho justifica-se à medida que, compreendendo a multimodalidade como um processo inerente às nossas experiências comunicativas, torna-se necessário o estudo das práticas de ensino de letramento multimodal. O principal objetivo desta pesquisa é analisar o movimento de leitura necessário para a compreensão de textos multimodais, tendo em vista o viés pedagógico da leitura desses textos. O estudo tem como pressupostos teóricos as noções sobre gêneros do discurso defendidas por Mikhail Bakhtin (2003), Fiorin (2008) e Marcuschi (2008), além das contribuições teóricas de Lemke (2010), Kress e Van Leeuwen (2001) e Rojo (2015). O corpus define-se a partir de um texto do gênero infográfico sobre as melhores escolas do Brasil, que foi publicado em agosto de 2014 na Revista Mundo Estranho. A pesquisa é do tipo exploratório quanto aos objetivos, uma vez que procura estabelecer hipóteses sobre como se desenvolvem os movimentos de leitura necessários, no caso da leitura multimodal, e sua análise é qualitativa, já que busca a compreensão do processo de leitura multimodal e de suas possíveis abordagens em práticas pedagógicas. A principal constatação neste trabalho é de que o letramento multimodal ainda é um desafio no âmbito do processo de leitura e compreensão textual, e cada vez mais torna-se necessário o estudo dos processos pedagógicos desses textos multimodais e as relações estabelecidas ou não com as práticas multimodais, bem como as práticas sociais a elas impreterivelmente conectadas.
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Dulce M Santamaría. „La Saga Contemporánea: Apreciación desde la lectura intercódigo y multimodal“. GACETA DE PEDAGOGÍA, Nr. 41 (06.12.2021): 197–211. http://dx.doi.org/10.56219/rgp.vi41.944.
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El presente ensayo hace referencia a como las sagas juveniles contemporáneas, establecen lecturas intercódigo y multimodales que conducen al estudiante a otros espacios como los virtuales, donde se conecta con el texto digital. Así mismo, a partir de las lecturas multimodales, multisensoriales o multifuncionales son capaces de manejarse en distintas vías lectoras que le permiten apropiarse del texto literario, emocionar desde él y con él, pero también le permiten mejorar su experticia lectora a la hora de analizar lo leído. La teoría empleada se basó en diversos autores que contemplan la literatura como experiencia y vivencia que aprecia el texto virtual desde la lectura intercódigo y multimodal. Las consideraciones y conclusiones que se hagan en él concretaran las vías lectoras que, desde las sagas contemporáneas, acercan a los estudiantes a la obra literaria, al permitirles afinar sus miradas en torno al proceso lector de sus contenidos.
ABSTRACT
This test refers to how contemporary youth sagas establish inter-code and multimodal readings that lead the student to other spaces such as virtual ones, where they connect with digital text. Likewise, thanks to multimodal, multisensory or multifunctional readings students are able to approach different reading paths that allow them to experience the literary text and interact with it. This type of reading also allows them to improve their reading expertise when analyzing what has been read. The theoretical basis of this test is rooted in the works of several authors who contemplate literature as an experience that appreciates virtual text from inter-code and multimodal reading. Some of these theorists are: Barrera Linares, Petit, Larrosa Colomer, Camilloni, Rosenblat, D' Zubiría, Freire, and Morin... At the end of this test, the considerations and conclusions will specify the reading paths that bring students closer to these literary works, by allowing them to refine their views around the reading process and its content, as well as that of other works.
Key words: contemporary sagas, inter-code reading, virtual text, multimodal reader.
RÉSUMÉ
Cet essai fait référence à la manière dont les sagas de la jeunesse contemporaine établissent des lectures intercodes et multimodales qui conduisent l'étudiant vers d'autres espaces tels que les espaces virtuels, où ils se connectent au texte numérique. De même, à partir de lectures multimodales, multisensorielles ou multifonctionnelles, ils sont capables d'appréhender différents parcours de lecture qui leur permettent de s'approprier le texte littéraire, de s'en éloigner et avec lui, mais aussi leur permettent d'améliorer leur maîtrise de la lecture lors de l'analyse de ce qu'il lit. La théorie utilisée était basée sur divers auteurs qui considèrent la littérature comme une expérience et une expérience qui apprécie le texte virtuel à partir de la lecture intercode et multimodale. Certains de ces théoriciens sont: Barrera Linares, Petit, Larrosa Colomer, Camilloni, Rosenblat, D' Zubiría, Freire, Morín... À la fin de cet essai, les considérations et les conclusions qui y sont formulées préciseront les chemins de lecture qui, de les sagas contemporaines, rapprochent les étudiants de l'œuvre littéraire, en leur permettant d'affiner leur regard autour du processus de lecture de ses contenus, ainsi que celui d'autres œuvres.
Mots-clés: sagas contemporaines, lecture intercode, texte virtuel, lecteur multimodal.
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Borgfeldt, Eva, und Anna Lyngfelt. „”Jag ritade först sen skrev jag” – elevperspektiv på multimodal textproduktion i årskurs 3“. Forskning om undervisning och lärande 5, Nr. 1 (06.03.2017): 64–89. http://dx.doi.org/10.61998/forskul.v5i1.27469.
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Artikelns syfte är att undersöka vad femton elever i årskurs 3, hälften av dem flerspråkiga, framhåller som betydelsefullt i samband med att de producerar multimodala texter som ska bedömas av deras lärare. Sociosemiotisk multimodal teoribildning, och multiliteracies-forskning, präglar forskningsansatsen. Det empiriska underlaget utgörs av individuella intervjuer med eleverna och deras multimodala textproduktioner. Resultaten visar att eleverna, oavsett språklig bakgrund, framhåller de semiotiska resurserna bild och färg, medan skrift tillsammans med övriga resurser utgör ett komplement. Resultaten visar också att eleverna, med ett undantag, har svårt att verbalisera sina tankar om bedömning. Sammanfattningsvis pekar resultaten på diskrepansen mellan det som eleverna i en specifik uppgift lyckas åstadkomma och det som de kan uttrycka att de har åstadkommit. Artikeln belyser också betydelsen av lärares uppgiftsformulering för resultatet av multimodal textproduktion, liksom behovet av kompetens för att kunna bedöma multimodal textproduktion. “I drew first then I wrote” - nine-year old students’ ideas on their choice of sociosemiotic resources and conceptions of assessment, when creating multimodal texts The aim of this study is to examine what students in grade 3, half of them multilingual, stress as important in multimodal text production while performing a task that is going to be assessed by their teacher. Sociosemiotic multimodal theories, and research on multiliteracies, form the theoretical basis for the study. The empirical data consists of fifteen individual interviews with the students. Through the interviews their multimodal text production appears to be complex. Also it becomes clear that images, rather than written text, play an important role for conveying messages in their texts. Furthermore, the interviews show that the students find it difficult to verbalize thoughts on qualities in their text productions. To sum up, the study stresses the risk for discrepancy between what students achieve, by the use of several resources, and the teachers’ notions of the students´ achievements. Additionally, the study highlights the role of task formulation and the need for competence when it comes to assessment of multimodal texts.
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Mills, Kathy A., Bessie G. Stone, Len Unsworth und Lesley Friend. „Multimodal Language of Attitude in Digital Composition“. Written Communication 37, Nr. 2 (06.01.2020): 135–66. http://dx.doi.org/10.1177/0741088319897978.
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Communication using popular digital media involves understanding multimodal systems of appraisal for expressing attitude, which traditionally deals with emotions, ethics, and aesthetics in language. The formulation and teaching of multimodal grammars for attitudinal meanings in popular texts and culture is currently underresearched. This article reports findings from multisite qualitative research that developed students’ ability to use semiotic resources for communicating attitude multimodally. The research participants were 68 students (ages 9–11 years) from two elementary schools. Students learned how to use attitudinal language—affect, judgment, and appreciation—and applied this knowledge to multimodal design. The findings advance a leading system of appraisal for discourse by adapting the system to the multimodal communication of attitude in digital comic making in schooling. The research is significant because it demonstrates the potentials for augmenting students’ linguistic and visual semiotic resources to convey multimodal attitudinal meanings in contemporary communication.
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O’halloran, Kay L. „Análisis del discurso multimodal“. Revista Latinoamericana de Estudios del Discurso 12, Nr. 1 (05.07.2016): 75. http://dx.doi.org/10.35956/v.12.n1.2012.p.75-97.
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El análisis del discurso multimodal (ADM) constituye un paradigma emergente en el campo de los estudios del discurso que amplía el estudio del lenguaje per se al estudio del lenguaje en combinación con otros recursos. En este trabajo se exponen los motivos por los que emerge este campo en el área de la lingüística, se plantean los principales desafíos y la multiplicidad de enfoques de los análisis de discursos multimodales y se analizan en detalle los conceptos específicos. Luego, se desarrolla el análisis multimodal de un segmento de discurso televisivo. A modo de conclusión, se considera que el principal desafío del ADM es resolver los detalles y la complejidad que requiere anotar, analizar, investigar y recuperar los patrones semánticos multimodales. Por este motivo se propone, como uno de los posibles métodos de abordaje, desarrollar plataformas mediáticas digitales interactivas. Por último, se considera que solo será posible avanzar hacia el objetivo de comprender los patrones y las tendencias de la tecnología, los textos, los contextos y la cultura trabajando de manera colaborativa e interdisciplinaria.
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Ladilova, Anna. „Multimodal Metaphors of Interculturereality / Metaforas multimodais da interculturealidade“. REVISTA DE ESTUDOS DA LINGUAGEM 28, Nr. 2 (05.05.2020): 917. http://dx.doi.org/10.17851/2237-2083.28.2.917-955.
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Abstract: The present paper looks at the interactive construction of multimodal metaphors of interculturereality – a term coined by the author from interculturality and intercorporeality, assuming that intercultural interaction is always an embodied phenomenon, shared among its participants. For this, two videotaped sequences of a group conversation are analyzed drawing upon interaction analysis (Couper-Kuhlen; Selting, 2018). The data was transcribed following the GAT2 (Selting et al., 2011) guidelines, including gesture form annotation, which relied on the system described by Bressem (2013). Gesture function was interpreted drawing on the interactional context and on the system proposed by Kendon (2004) and Bressem and Müller (2013). The results question the validity of the classical conduit metaphor of communication (Reddy, 1979) in the intercultural context and instead propose an embodied approach to the conceptualization of the understanding process among the participants. The analysis also shows that even though the metaphors are multimodal, the metaphoric content is not always evenly distributed among the different modalities (speech, gesture). Apart from that, the metaphorical content is constructed sequentially, referring to preceding metaphors used by the same or different interlocutors and associated with metaphorical blends.Keywords: metaphors; multimodality; interculturality; intercorporeality; migration.Resumo: O presente artigo analisa a construção interativa de metáforas multimodais da interculturealidade – um termo proveniente da interculturalidade e intercorporealidade, assumindo que a interação intercultural é sempre um fenômeno incorporado, compartilhado entre os seus participantes. Para tal, duas sequências gravadas em vídeo de uma conversa em grupo serão analisadas com base na análise da interação (COUPER-KUHLEN; SELTING, 2018). Os dados foram transcritos seguindo as orientações do sistema GAT2 (SELTING et al., 2011), incluindo a anotação da forma gestual, que se baseou no sistema descrito por Bressem (2013). A função dos gestos foi interpretada com base no contexto interacional e no sistema proposto por Kendon (2004) e Bressem e Müller (2013). Os resultados questionam a validade da metáfora clássica do conduto de comunicação (REDDY, 2012) no contexto intercultural e, além disso, propõem uma abordagem corporificada da conceituação do processo de entendimento entre os participantes. A análise também mostra que, embora as metáforas sejam multimodais, o conteúdo metafórico não é sempre uniformemente distribuído entre as diferentes modalidades (fala, gesto). Além disso, o conteúdo metafórico é construído sequencialmente, referindo-se a metáforas anteriores utilizadas pelos mesmos ou diferentes interlocutores e recorrendo a mesclagens metafóricas.Palavras-chave: metáforas; multimodalidade; interculturalidade; intercorporealidade; migração.
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Zhong, Baisheng. „Multimodal Emotion Cognition Method Based on Multi-Channel Graphic Interaction“. International Journal of Cognitive Informatics and Natural Intelligence 18, Nr. 1 (09.08.2024): 1–17. http://dx.doi.org/10.4018/ijcini.349969.
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The relationship between the emotional components associated with images and text is a crucial way of multimodal emotion analysis. However, most of the present multimodel affective cognitive models simply associate the features of images and texts without thoroughly investigating their interactions, resulting in poor recognition. Therefore, a multimodel emotion cognition method based on multi-channel graphic interaction is proposed. Text context features are extracted, scene and image information is encoded, and useful features are obtained. Based on these results, the modal alignment module be applied to obtain information about affective regions and words, and then the cross-modal gating module be applied to combine the multimodel features. In addition, we tested extensively on three open datasets, achieving an accuracy of 0.8122 for the MSA-single dataset, 0.7307 for the MSA-MULTIPLE dataset, and 0.7159 for TumEmo. The results show that this method is effective for multimodal emotion detection.
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Viana, Ana Maria De Amorim, und Romana De Fátima Macedo. „Sequências textuais em texto multimodal digital / Textual sequences in digital multimodal text“. ID on line. Revista de psicologia 16, Nr. 60 (30.05.2022): 58–71. http://dx.doi.org/10.14295/idonline.v16i60.3398.
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Os textos multimodais digitais estão presentes na vida cotidiana no mundo moderno e tornaram-se alvo de estudo porque também envolvem outros elementos além do texto verbal. O presente trabalho tem como objetivo verificar a ocorrência de sequências textuais em textos multimodais. Trata-se de uma pesquisa qualitativa que envolve procedimentos bibliográficos, enfoca a Análise Textual do Discurso e se baseia em sequências textuais, conforme proposto por Adam (2011). O corpus consiste no software Turma da Mônica e Creative Writer. Os resultados revelam que, nos textos analisados, existem ações interativas modeladas de acordo com sequências descritivas, narrativas, expositivas e dialógicas. A conclusão aponta que a maneira de acessar esse texto deve estar ancorada em bases antigas para ser entendida. Abstract: Digital multimodal texts are present in everyday life in the modern world and have become a target of study because they also involve elements other than the verbal text. The present article aims to verify the occurrence of textual sequences in multimodal texts. This is qualitative research that involves bibliographic procedures, focuses on Textual Discourse Analysis and is based on textual sequences, as proposed by Adam (2011). The corpus consists of the Turma da Mônica and Creative Writer software. The results reveal that, in the analyzed texts, there are interactive actions modeled according to descriptive, narrative, expository and dialogic sequences. The conclusion points out that the way to access this text must be anchored in ancient bases to be understood. Keywords: Multimodal text, textual sequences, interactive actions.
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Brachais, Claire-Hélène, Marianne Evrard, Anthony Maldonado, Esteban Serrano, Clément Strutynski, Frédéric Désévédavy, Vincent Couderc et al. „Multimodal imaging using tellurite highly nonlinear multimode fibers“. EPJ Web of Conferences 287 (2023): 09047. http://dx.doi.org/10.1051/epjconf/202328709047.
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Since the development of the first fibroscope in the late nineteenth century, the use of innovating glass fibers has opened promising perspectives for medical applications particularly in the domain of multimodal imagery[1]. In this work, tellurite glasses have been used to design step-index optical fibers with a rectangular core-section for supercontinuum generation in the near infrared domain. The tellurite glasses selection and the fibers manufacturing by the stack-and-draw process will be presented. Characterizations performed on bulk samples and fibers will also be detailed[2]. The spectral broadening, which is obtained in this work in a short fiber sample, is used for imaging mouse kidney cells, labelled with three different fluorochromes, by means of two and three-photon absorption. Despite the multimode nature of the output beam, clear images of tubules, actin and nucleus are collected with a spatial resolution down to 1.2 µm[3].
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Nelson, Ryan H., und John Macintosh. „Multimodal“. Journal of Popular Music Studies 33, Nr. 3 (01.09.2021): 50–54. http://dx.doi.org/10.1525/jpms.2021.33.3.50.
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Madhyastha, Pranava. „Towards Holistic, Pragmatic and Multimodal Conversational Systems“. Proceedings of the AAAI Conference on Artificial Intelligence 38, Nr. 20 (24.03.2024): 22677. http://dx.doi.org/10.1609/aaai.v38i20.30293.
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Language acquisition and utilization transcend the mere exchange of lexical units. Visual cues, prosody, gestures, body movements, and context play an undeniably crucial role. Humans naturally communicate multimodally, employing multiple channels and synthesizing information from diverse modalities. My research delves into the characterization and construction of multimodal models that seamlessly integrate data from multiple independent modalities. I will cover recent work that highlights the challenges, achievements, and opportunities towards developing capable multimodal discursive models.
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Girón-García, Carolina, und Edgar Bernad-Mechó. „La participación del público en la era digital: una propuesta para la formación de los estudiantes en alfabetizaciones multimodales a partir de vídeos de difusión de la investigación en YouTube“. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. 41 (31.01.2024): 297–312. http://dx.doi.org/10.30827/portalin.vi41.27732.
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La difusión de la ciencia a través de vídeos en línea se ha convertido en una habilidad esencial tanto para los investigadores como para los estudiantes. Aprender el lenguaje de los vídeos de divulgación científica implica algo más que comprender su naturaleza lingüística. Estos vídeos están compuestos por complejas interacciones multimodales que contribuyen a la participación de sus espectadores. Se pueden introducir materiales auténticos (vídeos de YouTube) en el aula de inglés con fines específicos (ESP) para reflexionar sobre el uso multimodal de la divulgación científica y su papel para mejorar el compromiso. El estudio pretende: (1) reflexionar sobre las características multimodales de estos vídeos para definir mejor el género y el uso de las estrategias de implicación; y (2) debatir sobre las posibles implicaciones que estas estrategias de participación pueden tener para la formación en alfabetización multimodal. Para ello, analizamos multimodalmente tres vídeos de difusión de la investigación en YouTube. En primer lugar, se seleccionó una serie de fragmentos ricos. En segundo lugar, se examinaron estos fragmentos mediante el Multimodal Analysis – Video. Los resultados contribuyen a definir multimodalmente este género como un género novedoso y son significativos para comprender sus posibilidades multimodales.
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Rossi, Fabio. „LINGUE, VARIETÀ DI LINGUE E ALTRI CODICI IN UNA WEBSERIE D’ANIMAZIONE IN DIALETTO MESSINESE. PROSPETTIVE PER UNA DIDATTICA MULTIMODALE“. Italiano LinguaDue 14, Nr. 2 (17.01.2023): 63–84. http://dx.doi.org/10.54103/2037-3597/19650.
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Viene analizzato un testo audiovisivo come esempio di mutimodalità (nell’accezione di orchestrazione di diverse risorse semiotiche, indipendentemente dal mezzo di diffusione, atte alla co-costruzione del senso) e di translanguaging multimodale o polifonia multimodale (nel senso di intersezione di diverse risorse semiotiche nella commistione e citazione di lingue, varietà e riferimenti diversi). Si tratta di un episodio della webserie in dialetto messinese Cafon Street (2018), che funge da prototipo delle nuove tendenze plurilingui degli audiovisivi odierni, a confronto con il tendenziale azzeramento delle varietà negli audiovisivi del passato. Vengono schematizzate le risorse semiotiche coinvolte, le principali varietà di lingue e stili, le strategie di citazione e di deformazione, le tecniche retoriche. Vengono proposti una tabella di trascrizione sinottica multimodale e lo sfruttamento didattico di tale trascrizione e dei brani analizzati.
Languages, language varieties and other codes in an animation webseries in Messina dialect. perspectives for multimodal didactics
An audiovisual text is analyzed as an example of mutimodality (in the meaning of orchestration of different semiotic resources, regardless of the means of diffusion, suitable for the co-construction of meaning) and of multimodal translanguaging or multimodal polyphony (in the meaning of intersection of different semiotic resources in the mixing and citation of different languages, varieties and references). This is an episode of the webseries in Messina dialect Cafon Street (2018), which acts as a prototype of the new multilingual audiovisual trends of today, in comparison with the tendential annulment of varieties in the audiovisuals of the past. The semiotic resources involved, the main varieties of languages and styles, the citation and deformation strategies, the rhetorical techniques are outlined. A multimodal synoptic transcription table, and the didactic exploitation of this transcription and the analyzed passages are proposed.
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Lim, Heung-Yeol, und Inah Lee. „Subpopulations of neurons in the perirhinal cortex enable both modality-specific and modality-invariant recognition of objects“. PLOS Biology 22, Nr. 6 (26.06.2024): e3002713. http://dx.doi.org/10.1371/journal.pbio.3002713.
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The perirhinal cortex (PER) supports multimodal object recognition, but how multimodal information of objects is integrated within the PER remains unknown. Here, we recorded single units within the PER while rats performed a PER-dependent multimodal object-recognition task. In this task, audiovisual cues were presented simultaneously (multimodally) or separately (unimodally). We identified 2 types of object-selective neurons in the PER: crossmodal cells, showing constant firing patterns for an object irrespective of its modality, and unimodal cells, showing a preference for a specific modality. Unimodal cells further dissociated unimodal and multimodal versions of the object by modulating their firing rates according to the modality condition. A population-decoding analysis confirmed that the PER could perform both modality-invariant and modality-specific object decoding—the former for recognizing an object as the same in various conditions and the latter for remembering modality-specific experiences of the same object.
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Schmidt, R., K. Piliavska und D. Schmid. „Zur Psychotherapie der MS-Fatigue“. Neurologie & Rehabilitation 27, Nr. 01 (Februar 2021): 56–62. http://dx.doi.org/10.14624/nr2101007.
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Zusammenfassung Fatigue bei MS ist weit mehr, als der enge Bezug zur entzündlichen Erkrankung und deren direkten biopsychosozialen Folgen nahelegt. In ihrer Vielschichtigkeit ist sie durchaus dem chronischen Schmerz vergleichbar. Spätestens wenn es um die Behandlung geht, ist deshalb ein interdisziplinäres Vorgehen erforderlich, dass das Bedingungsgefüge erfasst, aus dem heraus sich die Fatigue manifestiert. In der daraus resultierenden multimodalen Behandlung kommt der Psychotherapie eine wichtige Rolle zu. Am besten selbst schon wieder multimodal angelegt, gehen ihre – den je individuellen Erfordernissen folgenden – Aufgaben über die Behandlung der Fatigue selbst und begleitender komorbider psychischer und psychosomatischer Störungen hinaus. Hinzu kommt insbesondere die persönliche Neuorientierung Betroffener sowie die Klärung lebensgeschichtlicher Belastungen, vielleicht auch psychischer Traumata und oft weitreichender existentieller Fragen, die in der Fatigue zu einem auch körperlichen Ausdruck kommen können. Psychotherapeutisch fundierte Verständnis- und Handlungsmodelle können schließlich auch einen Beitrag zum Verständnis der Fatigue bei MS und zur Weiterentwicklung angepasster interdisziplinärer Behandlungsangebote leisten. Schlüsselwörter: Bedingungsgefüge, Interdisziplinäre Teamarbeit, Multimodale Psychotherapie, Verkörpertes Leid, MS, Fatigue Abstract Fatigue in MS suggests much more than the close relationship to the inflammatory disease and its direct biopsychosocial consequences. In its complexity, fatigue can be compared to chronic pain. When it comes to treatment, an interdisciplinary approach is required that captures the set of conditions from which fatigue arises. Psychotherapy plays an important role in the resulting multimodal treatment. An individually oriented psychotherapy – preferably multimodal – has to transcend the treatment of fatigue itself and its accompanying comorbid psychological and psychosomatic disorders. In addition, work has to focus on the personal re-orientation of the patient. One must also consider clarifying burdens in the patientʼs life history, including possible psychological trauma and far-reaching existential questions. These can manifest physically and be expressed as fatigue. Finally, psychotherapeutic based models can contribute to the understanding of fatigue in MS, and further the development of adapted interdisciplinary treatment. Keywords: conditional structure, interdisciplinary teamwork, multimodal psychotherapy, embodied suffering
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Prada, Massimo. „LETTURE MULTIMODALI PER L’EDUCAZIONE LINGUISTICA“. Italiano LinguaDue 14, Nr. 2 (17.01.2023): 85–130. http://dx.doi.org/10.54103/2037-3597/19651.
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L’articolo propone di introdurre l’uso dei testi multimodali nei curricula di educazione linguistica nella scuola secondaria, soprattutto in quella di secondo grado. L’uso di documenti di questo tipo presenta numerosi vantaggi: consente alla scuola di formare all’analisi, alla produzione e all’uso critico di questi artefatti sempre più pervasivi, rispondendo così alle sollecitazioni che provengono dalla Comunità Europea e contribuendo alla formazione professionale e civile dei degli studenti; rende possibile arricchire il patrimonio di modelli testuali in possesso degli studenti, affiancando a quelli letterari solidamente impiantati nei sillabi e a quelli professionali che vi sono in parte entrati da alcuni anni, testi nuovi per concezione, particolari per dinamismo e fondamentali per impatto socioculturale e per la forza modellizzante; promuove la descrizione scalare delle competenze di ricezione e di produzione in un campo ancora poco esplorato. Il contributo si articola in tre sezioni: la prima e la seconda forniscono informazioni sui testi neomediali e modelli per la loro interpretazione; la terza propone attività che implicano interazione telematica. I primi paragrafi, dunque, affrontano alcuni concetti fondamentali per l’analisi dei testi multimodali e descrivono sommariamente le caratteristiche dei testi multimodali, soffermandosi con particolare attenzione su quelli di un ben noto ambiente di condivisione di risorse audio e video; quelli centrali propongono la lettura multimodalmente orientata di alcune pagine tipologicamente differenti del servizio; l’ultimo suggerisce un esercizio applicativo.
Multimodal readings for language education
The article proposes to introduce the use of multimodal texts in language education curricula in secondary school, especially in upper secondary school. The use of documents of this type has numerous advantages: it allows the school to train in the analysis, production and critical use of these increasingly pervasive artefacts, thus responding to the to the solicitations that come from the European Community and contributing to the professional and civil training of students; it makes it possible to enrich the heritage of textual models in the possession of students, combining the literary ones solidly implanted in the sillabuses and the professional ones that have partly entered them some years now, with those of texts new in conception, particular for their dynamism and fundamental for their socio-cultural impact and for their modeling force; it promotes the scalar description of reception and production skills in a field that is still sparely explored. The paper is divided into three sections: the first and the second provide information on neomedial texts and models for their interpretation; the third proposes activities that involve telematic interaction. The first paragraphs, therefore, address some fundamental concepts for the analysis of multimodal texts and briefly describe the characteristics of multimodal texts, focusing on those of a well-known environment for sharing audio and video resources; the central ones propose the multimodally oriented reading of some typologically different pages of the service; the last suggests an application exercise.
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Liberali, Fernanda, und Sandra Cavaletti Toquetão. „O Papel da Análise Multimodal para a Compreensão Crítica dos Significados de Infâncias pelos Professores da Educação Infantil“. Papéis: Revista do Programa de Pós-Graduação em Estudos de Linguagens - UFMS 26, Nr. 51 (03.06.2022): 105–28. http://dx.doi.org/10.55028/papeis.v26i51.14483.
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Este artigo discute o papel da análise multimodal na formação de professores na Educação Infantil. Parte de importantes reflexões sobre os significados de infâncias e de documentação pedagógica para apresentar a proposta de narrativa digital multimodal como uma forma de construir possibilidades de apreensão da realidade de forma crítica e engajada. A análise de cenas antes da pandemia, durante o período de ensino remoto e após o retorno presencial permite visualizar práticas pautadas em concepções mais tradiconais e também propostas mais centradas em uma visão sócio-histórico-cultural. A formação de professores a partir da observação dessas narrativas digitais multimodais com base na análise multimodal parece indicar caminhos para importantes reflexões junto com os educadores e para a construção de práticas mais libertadoras.
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Zhu, Junnan, Yu Zhou, Jiajun Zhang, Haoran Li, Chengqing Zong und Changliang Li. „Multimodal Summarization with Guidance of Multimodal Reference“. Proceedings of the AAAI Conference on Artificial Intelligence 34, Nr. 05 (03.04.2020): 9749–56. http://dx.doi.org/10.1609/aaai.v34i05.6525.
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Multimodal summarization with multimodal output (MSMO) is to generate a multimodal summary for a multimodal news report, which has been proven to effectively improve users' satisfaction. The existing MSMO methods are trained by the target of text modality, leading to the modality-bias problem that ignores the quality of model-selected image during training. To alleviate this problem, we propose a multimodal objective function with the guidance of multimodal reference to use the loss from the summary generation and the image selection. Due to the lack of multimodal reference data, we present two strategies, i.e., ROUGE-ranking and Order-ranking, to construct the multimodal reference by extending the text reference. Meanwhile, to better evaluate multimodal outputs, we propose a novel evaluation metric based on joint multimodal representation, projecting the model output and multimodal reference into a joint semantic space during evaluation. Experimental results have shown that our proposed model achieves the new state-of-the-art on both automatic and manual evaluation metrics. Besides, our proposed evaluation method can effectively improve the correlation with human judgments.
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D'Ulizia, Arianna, Fernando Ferri und Patrizia Grifoni. „Generating Multimodal Grammars for Multimodal Dialogue Processing“. IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 40, Nr. 6 (November 2010): 1130–45. http://dx.doi.org/10.1109/tsmca.2010.2041227.
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Pongsayaporn, Pimnapa, Thanwadee Chinda und Veeris Ammarapala. „Key Factors Influencing Multimodal Transportation of Natural Block Rubber in Thailand“. MATEC Web of Conferences 312 (2020): 02008. http://dx.doi.org/10.1051/matecconf/202031202008.
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Thailand is the world’s largest natural rubbers exporter. The major type of natural rubbers exported is block rubber. Currently, the transportation of natural rubbers in Thailand depends mainly on truck mode because of the convenience and extensive network of roads. However, Thailand confronts road transportation limitations including maximum acceptable weight, traffic congestion and high fuel prices. Dealing with these problems, the multimodal connection from roads to container yards (CY) and ports is expected to decrease logistics cost, and increase various opportunities to trade with neighbouring countries. This paper, thus, aims at examining key factors influencing the use of multimodal transportation utilizing the exploratory factor analysis (EFA). The principal components analysis (PCA) method, together with the eigenvalue over 1, factor loading of 0.40, and varimax rotation method, extracted five key factors with a total of 20 associated attributes, which are the Multimodal Operation, Service Operation, Multimodal Service Provider, Market Consideration, and Road Constraints factors. The result also pinpoints the capacity of container yard (CY) or port, accessibility to container yard (CY) or port, documentation process, logistics cost, adequacy of a multimode service provider, and law enforcement on truck driving hours, as crucial attributes in planning for multimodal transportation. This paper can be used as a guideline for a feasibility study of multimodal transportation of natural block rubber in Thailand.
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Obst, Tobias, Rainer Burgkart, Eugen Ruckhäberle und Robert Riener. „Geburtensimulator mit multimodaler Interaktion (Delivery Simulator with Multimodal Interaction)“. at - Automatisierungstechnik 52, Nr. 6-2004 (Juni 2004): 280–87. http://dx.doi.org/10.1524/auto.52.6.280.33111.
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Reithinger, Norbert, und Anselm Blocher. „SmartKom - Multimodale Mensch-Technik-Interaktion (SmartKom – Multimodal Human Computer Interaction)“. i-com 2, Nr. 1/2003 (01.01.2003): 4–10. http://dx.doi.org/10.1524/icom.2.1.4.19034.
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ZusammenfassungEine der größten Herausforderungen für die Wissensgesellschaft ist derzeit die Schaffung intelligenter Benutzerschnittstellen, die den natürlichen Kommunikationsstil von Computerlaien akzeptieren und so unterstützen, dass eine für den Menschen intuitive und benutzergerechte Mensch-Technik-Interaktion entsteht. Im Leitprojekt SmartKom werden Konzepte für die Entwicklung völlig neuartiger Formen der Mensch-Technik-Interaktion erprobt. Das Ziel von SmartKom ist die Erforschung und Entwicklung einer selbsterklärenden, benutzeradaptiven Schnittstelle für die Interaktion von Mensch und Technik im Dialog. Das Vorhaben wird von der Vorstellung geleitet, die Vorteile sprachlich dialogischer Kommunikation zu verschmelzen mit den Vorteilen graphischer Bedienoberflächen und gestisch Ausdrucks zu verschmelzen. Das Ergebnis ist eine höherwertige Benutzerschnittstelle, die die natürlichen menschlichen Sinne in größerem Umfang als bisher berücksichtigt. SmartKom geht damit einen wichtigen Schritt auf dem Weg zur Entwicklung einer auf den Menschen zugeschnittenen Informationstechnologie.
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Macknish, Cynthia J. „Creating Multimodal Reflections in an IEP Speaking-Listening Course“. TESL Canada Journal 36, Nr. 3 (30.12.2019): 173–85. http://dx.doi.org/10.18806/tesl.v36i3.1326.
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Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language and digital skills. Research indicates that integrating multimodal projects in ESL courses has the capacity to promote collaboration and learner autonomy, and improve motivation, self-confidence, and language skills. That said, the purpose for integrating multimodality should be clear, and explicit teaching, scaffolding, monitoring, and feedback are necessary for success. In addition, there are challenges to address. In this article, procedures for creating multimodal reflections using Adobe Spark are explained with reference to learners in an Intensive English Program (IEP) service-learning context, and suggestions are shared on how teachers of all levels can adopt and modify the project for different contexts. Challenges are discussed and assessment tools are presented.
La réflexion étant un élément essentiel du domaine de l’apprentissage par l’expérience axé sur la communauté, il est important que les apprenantes et apprenants d’anglais langue seconde (ESL) créent des réflexions multimodales sur leur expérience d’apprentissage par l’expérience pour les aider à développer des littératies multiples et à acquérir des connaissances authentiques et significatives au moment où ils se socialisent en développant leur expression académique et leurs compétences numériques. Les recherches indiquent que l’intégration de projets multimodaux dans les cours d’anglais langue seconde a le pouvoir de favoriser la collaboration et l’autonomie des apprenantes et apprenants en plus d’en améliorer la motivation, la confiance en soi et les compétences linguistiques. Cela dit, l’objectif de l’intégration de l’intermodalité doit être clairement établi, et le succès de l’entreprise dépendra du caractère explicite de l’enseignement, de l’échafaudage, du suivi et de la rétroaction. Qui plus est, il y a des défis à relever. Dans le présent article, les procédures liées à la création de réflexions multimodales à l’aide d’Adobe Spark sont expliquées en lien avec les apprenantes et apprenants dans un contexte d’apprentissage par l’expérience dans le cadre d’un programme intensif d’anglais (IEP), et des suggestions sont partagées sur la manière dont les enseignantes et enseignants de tous les niveaux peuvent adopter et modifier le projet afin de l’adapter à divers contextes. Des défis sont discutés et des outils d’évaluation sont présentés.
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Chuanrui, Zhang, und Xu Cihua. „Argument by multimodal metaphor as strategic maneuvering in video advertising“. Argumentative Discourse in Contemporary China 6, Nr. 3 (04.12.2017): 359–80. http://dx.doi.org/10.1075/jaic.17002.zha.
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Abstract The present study analyzes the strategic maneuvering in the Lin Dan Commercial (LDC), an anti-corruption advertisement broadcasted on China Central Television, with the help of pragma-dialectics and conceptual metaphor theory. In order to evaluate the LDC’s reasonableness and effectiveness, this research aims to establish how an argument by multimodal metaphor is used in practice for disseminating of an anti-corruption view. A pragma-dialectical analysis is provided of the LDC advertisement viewed as a multimodal metaphor. According to the research, the LDC advertisement multimodally contains a conceptual metaphor, career is a match, to enhance the advertisement’s effectiveness by maneuvering strategically. In this endeavor, a sense of identity created by the multimodally-expressed conceptual metaphor is utilized to ensure its reasonableness.
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Gouvêa, Victoria Gonçalves Marchiori de, und Paulo Roberto Massaro. „Vivenciando o quebra-cabeça La Joconde (ou A Monalisa): produção de uma narrativa multimodal em Francês Língua Estrangeira“. A Cor das Letras 24, Nr. 3 (04.04.2024): 227–45. http://dx.doi.org/10.13102/cl.v24i3.10326.
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Este artigo tem como objeto o processo de concepção da narrativa multimodal intitulada La Joconde (em português, A Monalisa), a qual foi elaborada pela coautora deste trabalho à época de sua Graduação em Letras como tarefa avaliativa final de uma disciplina do bacharelado em Letras (Habilitação Francês) na Universidade de São Paulo (USP), que foi ministrada em 2020 pelo coautor deste artigo. Por meio da análise e da discussão da referida narrativa multimodal, intencionamos refletir não apenas sobre como a produção de narrativas multimodais pode contribuir para o ensino-aprendizagem de línguas adicionais no contexto universitário, mas também sobre como tais processos podem influenciar na formação de professores de línguas. Para tanto, o trabalho se ancora na perspectiva da Engenharia Didática (DOLZ, 2016), propondo inicialmente uma breve incursão teórica na Teoria da Multimodalidade (KRESS; VAN LEEUWEN, 2006), na diacronicidade de narrativas (BRUNER, 1991) e em atributos de narrativas digitais (ROBIN, 2006). Após a descrição da metodologia aplicada, realiza-se uma análise trifásica: a primeira foca na descrição e análise do corpus (cujo objeto principal é a narrativa acima mencionada), a segunda foca na descrição e análise do processo de elaboração desse corpus e a terceira parte foca na análise da narrativa multimodal a partir das teorias acima abordadas. Conclui-se que a produção e a avaliação crítica de narrativas multimodais favorecem o processo de ensino-aprendizagem de línguas por meio do desenvolvimento de uma competência multimodal global, ativada subjetivamente por meio da escrita autoral.
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Vasiliauskas, Aidas Vasitis. „MODELLING OF FREIGHT FLOWS THAT CONSIST OF MULTIPLE PRODUCTS TRANSPORTED BY DIFFERENT MODES OF TRANSPORT IN A MULTIMODAL NETWORK“. TRANSPORT 17, Nr. 5 (31.10.2002): 194–200. http://dx.doi.org/10.3846/16483840.2002.10414042.
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Freight flows which consist of multiple products transported by different modes of transport in a multimodal network get more and more attention in recent years. In this article a model for modelling flows of multiple products in the multimodal network is presented. The multimodal aspect of considered transport system is accounted by the chosen means of network representation. The multiproduct aspect is estimated by the solution procedure which is a GaussSeidel- Linear Approximation Algorithm. The article is closely connected with the following topics: the representation of the network chosen for the reflection of transportation and transfer operations; the formulation of a multimode multiproduct model; the analysis of average and marginal cost functions; the development of the solution algorithm; the development of the algorithm used to compute the shortest path.
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Christensen, Vibeke. „Elevers produktion af multimodale tekster. Hvad ved vi og hvad mangler vi?“ Acta Didactica Norge 10, Nr. 3 (27.09.2016): 8. http://dx.doi.org/10.5617/adno.2841.
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I Danmark er der med de nye Fælles Mål fra 2014 indført et krav om, at eleverne skal kunne lave større multimodale produktioner. Også i de øvrige skandinaviske lande indgår arbejde med multimodale tekster med forskellig betegnelse i læreplanen for modersmålsfaget. Det er således relevant at undersøge, hvad man ved om elevers produktion af multimodale tekster. Denne artikel bidrager med en gennemgang af nordisk forskning inden for området og med udblik til den øvrige vestlige verden. Teoretisk beskrives multimodalitet med udgangspunkt i New London Groups programartikel fra 1996 og den udvikling af multimodalitet, som gruppen omkring Kress og van Leeuwen har bidraget med. Resultaterne af forskningsgennemgangen præsenteres i fem temaer: terminologi, didaktik, undervisning, elevudbytte og vurdering. Diskussion pågår løbende inden for hvert tema, og der peges på didaktiske perspektiver.Nøgleord: multimodale tekster, tekstkompetence, elevpræstation, skrive-pædagogik, produktion, vurderingAbstractIn the new curriculum for the subject Danish from 2014, it is a requirement that students should be able to create major multimodal productions. Working with multimodal texts in the mother tongue subject is included in the curricula for all three Scandinavian countries. Therefore, it is relevant to consider what is already recognized as students’ production of multi-modal texts. This article offers a brief review based on the Nordic research together with a brief look towards the rest of the Western world’s research on multimodality. This paper’s theoretical foundation is based on the New London Group’s article from 1996, “Pedagogy of Multiliteracies: Designing Social Futures”, and the development of multimodality that re-searchers and scholars surrounding Kress and van Leeuwen have contributed with. The results of the research will be presented in the following five themes: terminology, education, teaching, pupil performance, and assessment. Furthermore, the results are discussed within each theme and the didactic perspectives are identified.Key words: multimodal texts, text competence, student achievement, teaching of writing, text production, assessment
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Sinke, Christopher, Janina Neufeld, Daniel Wiswede, Hinderk M. Emrich, Stefan Bleich und Gregor R. Szycik. „Multisensory processing in synesthesia — differences in the EEG signal during uni- and multimodal processing“. Seeing and Perceiving 25 (2012): 53. http://dx.doi.org/10.1163/187847612x646749.
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Synesthesia is a condition in which stimulation in one processing stream (e.g., letters or music) leads to perception in an unstimulated processing stream (e.g., colors). Behavioral differences in mutisensory processing have been shown for multimodal illusions, but the differences in neural processing are still unclear. In the present study, we examined uni- and multimodal processing in 14 people with synesthesia and 13 controls using EEG recordings and a simple detection task. Stimuli were either presented acoustically, visually or multimodaly (simultaneous visual and auditory stimulation). In the multimodal condition, auditory and visual stimuli were either matching or mismatching (e.g., a lion either roaring or ringing). The subjects had to press a button as soon as something was presented visually or acoustically. Results: ERPs revealed occipital group differences in the negative amplitude between 100 and 200 ms after stimulus presentation. Relative to controls, synesthetes showed an increased negative component peaking around 150 ms. This group difference is found in all visual conditions. Unimodal acoustical stimulation leads to increased negative amplitude in synesthetes in the same time window over parietal and visual electrodes. Overall this shows that processing in the occipital lobe is different in synesthetes independent of the stimulated modality. In addition, differences in the negative amplitude between processing of incongruent and congruent multimodal stimuli could be detected in the same time window between synesthetes and controls over left frontal sites. This shows that also multimodal integration processes are different in synesthetes.
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Niu, Lu. „Analysis of Multimodal Teaching of College English under the Background of Artificial Intelligence“. Security and Communication Networks 2022 (21.08.2022): 1–10. http://dx.doi.org/10.1155/2022/3833106.
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As the Internet drives the spread of digitalization and the further improvement of computing power, the traditional college English teaching mode can no longer adapt to the needs of teaching in the age of artificial intelligence. Single or lesser modality is gradually replaced by multimodality, an emerging teaching mode. The study of multimodal discourse is a new hot spot in language research and a key issue of concern for English classroom teaching reform. Based on the analysis of the practical application dilemmas of multimodality in college English teaching culture, context, content (meaning + form), and expression, this article proposes a path to innovate multimodal discourse teaching in college English classroom in the era of artificial intelligence. It includes familiarizing with multimode integrated platform for teaching tools and developing intercultural communication abilities. Multimode situational lectures with the help of modern information technology are developed. At the content level, we should adhere to the unity and coordination of the meaning and form of multimodal teaching. Use language and nonlanguage in a way that will enhance learning at the multimode media level. Additionally, AI enriches English teaching methods, changes the intelligence of English teachers, and improves the efficiency of English teaching. AI helps to create a more relevant and interactive English learning environment, improve many aspects of English teaching, including teaching evaluation, and effectively improve the face of college English teaching.
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Bezerra, Aluizio Lendl, Eliete Alves Lima und Marcos Nonato Oliveira. „Leitura de texto multimodal: explorando a charge no ensino de Língua Portuguesa“. Letras & Letras 32, Nr. 4 (31.12.2016): 226. http://dx.doi.org/10.14393/ll63-v32n4a2016-11.
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A forte presença da multimodalidade nos eventos comunicativos na pós-modernidade passou a exigir dos sujeitos novas habilidades leitoras, fazendo surgir a necessidade de uma abordagem multimodal nas aulas de Língua Portuguesa. Este artigo tem como objetivo abordar o ensino de leitura através de uma abordagem multimodal, explorando a charge com dez alunos do Ensino Fundamental. Os dados coletados de forma aleatória foram analisados à luz de Kress e Van Leeuwen (2006). Os resultados mostraram que os alunos passaram a considerar os elementos multimodais que compõem as charges, tornando, assim, o processo de atribuição de sentido mais detalhado e criterioso. A análise de textos multimodais considerando a linguagem verbal e a não verbal favoreceu a efetivação de uma leitura mais profunda; contudo, o desenvolvimento do posicionamento crítico ainda necessita de mais prática para se efetivar.
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Ohito, Esther O. „“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom“. English Teaching: Practice & Critique 20, Nr. 2 (12.07.2021): 227–44. http://dx.doi.org/10.1108/etpc-05-2020-0047.
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Purpose This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed. Design/methodology/approach Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used. Findings Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention. Practical implications The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills. Originality/value Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.
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Prihantoro, Prihantoro, Didi Suherdi und Ahmad Bukhori Muslim. „Developing Students’ Multimodal Communicative Competence Through Multiliteracies Pedagogy“. ENGLISH FRANCA : Academic Journal of English Language and Education 6, Nr. 2 (28.08.2022): 191. http://dx.doi.org/10.29240/ef.v6i2.5242.
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With the rise of globalization, digitization, and the emergence of the fourth industrial revolution, meaning-making modes are now increasingly multimodal in which written linguistics modes of meaning interface with oral, visual, audio, gestural, tactile, and spatial patterns of meaning. In the EFL context, this situation unavoidably urges changes in the goal of English language teaching to include multimodal communicative competence. In response to such challenges, multiliteracies pedagogy offers plausible solutions. In a multiliteracies classroom, students are supported through a pedagogy that provides them with ample opportunities to develop their knowledge and skills to multimodally examine diverse information sources and content, critically explore the information, and become active meaning-makers and effective communicators. This study aims at investigating the implementation of multiliteracies pedagogy in English language teaching to foster students’ multimodal communicative competence. This is a qualitative case study involving twenty students of the English language department of IAIN Curup. The data of the study are gained through observation, interviews, and students’ artefacts. The data collected from these instruments were examined qualitatively using thematic and categorical coding. The result of this study demonstrates the enactment of multiliteracies pedagogy can develop five competences of multimodal communicative competence: linguistic competence, sociocultural competence, interactional competence, discourse competence, and multimodal competence. Meanwhile the other two competences, strategic competence and formulaic competence, are somewhat hindered due to lack of exposure to authentic English language.
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Nunes Garcia, Carlos Eduardo. „INTERTEXTUALIDADE MULTIMODAL“. Diacrítica 34, Nr. 1 (07.04.2020): 122–34. http://dx.doi.org/10.21814/diacritica.352.
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A intertextualidade é um conceito que está presente nos estudos linguísticos desde Kristeva (1974). Assim, noção de que os textos podem acontecer em intertextos é pacífica nos estudos de linguística textual (KOCH; ELIAS, 2010; entre outros). É inegável também que o desenvolvimento de novas tecnologias no século XX, especialmente as do mundo digital, tem possibilitado o surgimento de novos gêneros textuais, como os memes (MARCUSCHI, 2008), que, por sua vez, tendem a fazer uso de diversos modos de linguagem, nos termos de Kress e Van Leeuwen (2001). O objetivo deste artigo, portanto, é apresentar a Intertextualidade como um fenômeno multimodal cuja abordagem em ambientes pedagógicos é uma ferramenta de temas geradores (FREIRE, 2014 [1968]).
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Macas, Andrius, Diana Bilskienė, Aleksandr Gembickij, Ainius Žarskus, Marius Rimaitis, Alina Vilkė, Ilona Šuškevičienė, Danguolė Rugytė und Arimantas Tamašauskas. „Multimodal neuromonitoring“. Acta medica Lituanica 19, Nr. 3 (01.10.2012): 180–86. http://dx.doi.org/10.6001/actamedica.v19i3.2445.
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The goal of the intensive care management of a neurosurgical patient is to preserve adequate cerebral perfusion, oxygenation and metabolism in order to prevent secondary neurological injury. In preventing secondary neurological insults interventions must be started early. For many years conventional methods of neuromonitoring have proved their efficacy. However, their sensitivity in detecting subtle metabolic derangements in the real time manner is low and the valuable time for the appropriate treatment is lost. In recent years, there are numerous study data suggesting that implying of advanced neuromonitoring techniques can improve outcomes. Moreover, it helps to guide goal-directed therapy. Although data on advanced neuromonitoring are preliminary and mostly observational, the number of modern neurosurgical centers applying it as a standard is high. With the increasing technical possibilities, the concept of multimodal neuromonitoring is of increasing popularity. Multimodal neuromonitoring allows continuous real time assessment of cerebral perfusion, oxygenation, metabolism and global function which makes it attractive and promising in clinical practice.
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Hartman, Timothy J., James W. Nie und Kern Singh. „Multimodal Analgesia“. Contemporary Spine Surgery 23, Nr. 8 (August 2022): 1–7. http://dx.doi.org/10.1097/01.css.0000852968.89790.4e.
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Carlsen, Benny Bang. „Multimodal tekstkompetence“. Tidsskrift for Professionsstudier 14, Nr. 27 (28.10.2018): 130–34. http://dx.doi.org/10.7146/tfp.v14i27.110415.
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Dorizzi, Bernadette, und Carmen Garcia-Mateo. „Multimodal Biometrics“. Annales Des Télécommunications 62, Nr. 1-2 (Januar 2007): 2–10. http://dx.doi.org/10.1007/bf03253247.
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Pinheiro, Viviane, und Adriana Santos. „Leitura multimodal“. Horizontes 40, Nr. 1 (25.03.2022): e022003. http://dx.doi.org/10.24933/horizontes.v40i1.1287.
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Este artigo analisa os recursos semióticos mobilizados durante as práticas de leitura. Como suporte teórico, adotamos: Christensen, Horn e Staker (2013); Kress e Van Leuween (1998); Kress (1989), Coscarelli e Novais (2010). Trata-se de uma pesquisa-intervenção (ROCHA; AGUIAR, 2003), que propôs estações rotacionais de práticas de leitura. A relevância dessa intervenção consistiu em proporcionar atividades que incentivassem a compreensão de textos multimodais. Os resultados da intervenção mostram que os recursos semióticos nas práticas de leitura foram mobilizados pelo grupo de alunos a partir do reconhecimento de imagens, sons, letras em movimentos, leituras não-lineares de tabelas e quadros, entre outros, em que promoveram a ampliação das produções de sentido durante a leitura dos textos.
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Karner, Alex. „Multimodal Dreamin’“. Journal of Transport History 34, Nr. 1 (Juni 2013): 39–57. http://dx.doi.org/10.7227/tjth.34.1.4.
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The California Department of Transportation (Caltrans) replaced the state's Division of Highways on 1 July 1973. Consistent with the creation of other state departments of transportation throughout the U.S.A. at the time, the enabling legislation envisioned a multimodal agency that would shift transportation policy and planning away from its highway emphasis. Competing conceptions of multimodalism and regional transportation governance advanced by key actors heavily influenced the policies and plans they proposed. Eventually, public and local government opposition to the implementation of multimodal transportation policies diminished the state's role while elevating the responsibilities of voluntary regional planning agencies. California's contemporary transportation policy goals remain similar to those that prevailed when Caltrans was created – reducing automobile dependency and promoting compact urban forms – but its transportation institutions were designed precisely to oppose their achievement. Supportive public coalitions now offer the best hope for realizing the state's multimodal dreams.
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Lazarus, Arnold A. „Multimodal replenishment.“ Professional Psychology: Research and Practice 31, Nr. 1 (2000): 93–94. http://dx.doi.org/10.1037/0735-7028.31.1.93.
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Glinert, E. P., und M. M. Blattner. „Multimodal Interaction“. IEEE Multimedia 3, Nr. 4 (1996): 13. http://dx.doi.org/10.1109/mmul.1996.556455.
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Lou, Adrian. „Multimodal simile“. English Text Construction 10, Nr. 1 (15.06.2017): 106–31. http://dx.doi.org/10.1075/etc.10.1.06lou.
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This paper analyzes the “when” meme, a popular internet meme, which prototypically juxtaposes a when clause with an ostensibly unrelated image. Despite the initial incongruity, I contend this image prompts selective mapping between verbal and visual elements to produce a multimodal simile. First, I attempt to define and more clearly distinguish simile from metaphor. Second, I show how this multimodal simile exhibits unique viewpoint mapping by prompting audiences to subsume viewpoints that are both unfamiliar and bizarre. Third, I connect the like construction in simile with the like reported speech marker to show how both concepts are intimately related. Ultimately, the paper seeks to contribute to studies of simile by bolstering its ties with multimodality, blending, metonymy, viewpoint, and embodiment.
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Dicks, Bella, Bambo Soyinka und Amanda Coffey. „Multimodal ethnography“. Qualitative Research 6, Nr. 1 (Februar 2006): 77–96. http://dx.doi.org/10.1177/1468794106058876.
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