Text & Talk Pub Date : 2024-07-16 DOI: 10.1515/text-2022-0099

Staffan Selander

{"title":"Meaning-making and transformative engagement – notes on Gunther Kress’s social semiotic and multimodal approach to learning","authors":"Staffan Selander","doi":"10.1515/text-2022-0099","DOIUrl":"https://doi.org/10.1515/text-2022-0099","url":null,"abstract":"\u0000 Against the background of a longstanding collaboration between Gunther Kress’s research group in London and my own research group in Stockholm, I reflect, in this paper, on the role of Kress’s ideas in our joint development of a social semiotic, multimodal, and design-oriented approach to learning, an approach which sees learning as performative, and as an activity in which learners create their own learning paths. I first discuss how, for Kress, this path has three elements, the affordances of the learning resources available to the learner, the learner’s ‘interest’ which turns aspects of these resources into ‘prompts’ for learning, and the learner’s active interpretation and transformation of these aspects, the results of which can then be recognized and valued as ‘signs of learning’. However, recognizing learning also needs to take account of the dimension of time, so as to make it possible to assess whether learners have gained knowledges and skills they did not have at an earlier stage. I then discuss the role of context in Kress’s thinking about learning. For Kress, context is another vital aspect of a social semiotic theory of learning. On the one hand, Kress focuses here on the specific, unique contexts in which individual learners create their own learning paths. On the other hand, he recognizes that signs will always carry social and political relations. Reflecting on the dynamic relation between individual learners and the way institutions regulate ways of learning, I discuss both the continued role of institutional learning contexts and their hidden curricula, and the way emerging technologies facilitate individual learning paths and interactive, participatory forms of learning.","PeriodicalId":288003,"journal":{"name":"Text & Talk","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gunther Kress and the craft of meaning making 冈瑟-克莱斯与创造意义的工艺

Text & Talk Pub Date : 2024-07-10 DOI: 10.1515/text-2024-2001

引用次数: 0

Epilogue 后记

Text & Talk Pub Date : 2024-05-01 DOI: 10.1515/text-2024-0077

Carey Jewitt

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English research articles versus MA theses in applied linguistics: comparing the move structure and metadiscourse features in the results and discussion sections 英语研究文章与应用语言学硕士论文：比较结果和讨论部分的移动结构和元话语特征

Text & Talk Pub Date : 2024-04-11 DOI: 10.1515/text-2023-0062

Yitong Guo, Haiming Xu

{"title":"English research articles versus MA theses in applied linguistics: comparing the move structure and metadiscourse features in the results and discussion sections","authors":"Yitong Guo, Haiming Xu","doi":"10.1515/text-2023-0062","DOIUrl":"https://doi.org/10.1515/text-2023-0062","url":null,"abstract":"\u0000 This study compares the move structure and metadiscourse features of the results and discussion sections in English research articles and MA theses in applied linguistics. We collected 31 results and discussion sections in English research articles by expert writers and 31 MA theses in English by Chinese students. The quantitative analysis found notable differences in opening and closing moves, move frequency, move sequence, and the distribution of metadiscourse markers across moves. For example, M3S2 (comparing results with literature) and M3S3 (accounting for results) occurred more frequently in research articles. Frame markers occurred more frequently across M2 (reporting results) in MA theses. We also employed the qualitative approach to demonstrate the differences between these seemingly similar genres based on the textual analysis of data. The following possible reasons behind the differences were identified: the writing requirements, purposes, the writers’ prior learning and writing experience, English proficiency, and genre knowledge as well as the audiences. The findings not only provide insights into the interaction between move and metadiscourse, but also have implications for the learning and teaching of academic writing.","PeriodicalId":288003,"journal":{"name":"Text & Talk","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Formulations in Chinese criminal courtroom interaction 中国刑事法庭互动的形式

Text & Talk Pub Date : 2024-02-01 DOI: 10.1515/text-2022-0201

Xiaodan He

引用次数: 0

Formulations in Chinese criminal courtroom interaction 中国刑事法庭互动的形式

Text & Talk Pub Date : 2024-02-01 DOI: 10.1515/text-2022-0201

Xiaodan He

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The influences of proficiency and gender on Uyghur-Mandarin children’s advice-giving 熟练程度和性别对维吾尔-普通话儿童提供建议的影响

Text & Talk Pub Date : 2024-02-01 DOI: 10.1515/text-2022-0155

Yuchen Peng, Wei Ren, Ruilin Wu

{"title":"The influences of proficiency and gender on Uyghur-Mandarin children’s advice-giving","authors":"Yuchen Peng, Wei Ren, Ruilin Wu","doi":"10.1515/text-2022-0155","DOIUrl":"https://doi.org/10.1515/text-2022-0155","url":null,"abstract":"\u0000 Mandarin Chinese, as the national lingua franca in China, has gained increasing importance in bilingual education in ethnic minority areas in the country. However, little research has explored ethnic minority children’s pragmatic competence. Therefore, this study investigates ethnic Uyghur children’s written pragmatic performance of advice-giving through a brief note in Mandarin and the possible effects of proficiency and gender on their advice-giving. Data were collected from 300 ethnic Uyghur children across three proficiency levels with a balanced gender split. In addition, 100 Han children were also recruited as a comparison group. The advice produced by the children was coded in terms of speech act strategies and supportive moves. The findings showed that the Uyghur children with higher proficiency provided more reasons and fewer affective expressions when giving advice than the two lower proficiency groups, reflecting the performance of the Han children. On the other hand, the results also revealed gender differences in certain advice-giving strategies and supportive moves. The study discusses the findings in relation to national lingua franca and second language pragmatics. Some pedagogical implications for multilingual education in ethnic minority areas are also provided.","PeriodicalId":288003,"journal":{"name":"Text & Talk","volume":"92 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139884464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influences of proficiency and gender on Uyghur-Mandarin children’s advice-giving 熟练程度和性别对维吾尔-普通话儿童提供建议的影响

Text & Talk Pub Date : 2024-02-01 DOI: 10.1515/text-2022-0155

Yuchen Peng, Wei Ren, Ruilin Wu

{"title":"The influences of proficiency and gender on Uyghur-Mandarin children’s advice-giving","authors":"Yuchen Peng, Wei Ren, Ruilin Wu","doi":"10.1515/text-2022-0155","DOIUrl":"https://doi.org/10.1515/text-2022-0155","url":null,"abstract":"\u0000 Mandarin Chinese, as the national lingua franca in China, has gained increasing importance in bilingual education in ethnic minority areas in the country. However, little research has explored ethnic minority children’s pragmatic competence. Therefore, this study investigates ethnic Uyghur children’s written pragmatic performance of advice-giving through a brief note in Mandarin and the possible effects of proficiency and gender on their advice-giving. Data were collected from 300 ethnic Uyghur children across three proficiency levels with a balanced gender split. In addition, 100 Han children were also recruited as a comparison group. The advice produced by the children was coded in terms of speech act strategies and supportive moves. The findings showed that the Uyghur children with higher proficiency provided more reasons and fewer affective expressions when giving advice than the two lower proficiency groups, reflecting the performance of the Han children. On the other hand, the results also revealed gender differences in certain advice-giving strategies and supportive moves. The study discusses the findings in relation to national lingua franca and second language pragmatics. Some pedagogical implications for multilingual education in ethnic minority areas are also provided.","PeriodicalId":288003,"journal":{"name":"Text & Talk","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139824621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Frontmatter

Text & Talk Pub Date : 2022-05-01 DOI: 10.1515/text-2022-frontmatter3

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