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1、Multimodal Discourse Analysis,Foreign Linguistics and Applied Linguistics Zheng Lu,What is multimodality?,A mode, according to Kress and Van Leeuwen, is a semiotic system with rules and regularities attached to it. Multiple modes, namely semiotic modes ,can include gestures, posture, proxemics(空间关系学
2、), visual images, document layout(设计布局), music and architectural design, etc. Meanings are created in texts and interactions in a complex interplay of semiosis across multiple modes but are not limited to written or spoken language.,Multimodal discourse analysis is a fairly new and rapidly developin
3、g perspective on discourse. Another interesting perspective on multimodal discourse analysis is that it not merely attempts to integrate all the possible semiotic modes of expressions but also can integrate various other approaches to discourse analysis.,BACKGROUND Multimodal discourse analysis has
4、become popular in the western world since the 1990s. Multimodal discourse analysis relies heavily on Hallidays systemic-functional theory of language. Language is a kind of social semiotic, meanwhile, it has many functions, such as ideational function,(概念功能) interpersonal function(人际功能) and textual
5、function(语篇功能). Language is inseparable from social activities of man.,Before 1990s, researchers all took textual data, namely, static texts to be the primary resource for social interactions, such as Kress and van Leeuwens grammar of images视觉设计的语法 and OTooles investigation of paintings, sculpture a
6、nd architecture . There is a widespread belief now that textual data is not necessarily the most important mode used for the interpretations of social meaning.,In order to study the complexity of human interaction, we have to work on the analysis of more dynamic interactions, and analyze all modes t
7、hat the participants are utilizing. Every interaction is multimodal. Although its relatively short history, multimodal discourse analysis has also had an important influence on other approaches and fields, most notably in the area of literacy and the growing interest in digital literacies and the fi
8、eld of human-computer interaction .,Digital literacy is the ability to locate, organize, understand and analyze information using digital technology . Schools are continually updating their curriculum for digital literacy. This often includes computers in the classroom, the use of educational softwa
9、re to teach curriculum, and course materials being available to students online.,随着多媒体技术的产生与发展,如何将自然话语同多种模态结合起来进行分析解读是现代语言学,尤其是话语分析研究领域的重要课题。我国多模态话语分析研究主要涉及理论探讨、视觉应用、口语语料库建设、教学应用等领域。 国内多模态话语的研究还处在起始阶段，尚未见到专著出版，只有为数不多的论文，其中包括胡壮麟的“社会符号学中的多模态化”，李战子“用系统功能语言学理论对多模态话语理论的研究”,另外朱永生和张德禄等也进行了相应的研究。,The self i
10、s not something that exists first and then enters into relationship with others, but it is, so to speak, an eddy(漩涡 ) in the social current and so still a part of that current.,American women anthropologist Mead 1974:182,Some thoughts on personal identity construction A multimodal perspective,Sigrid
11、 Norris,Associate Professor Auckland University of Technology Director: Multimodal Research Centre sigrid.norrisaut.ac.nz Degrees: Ph.D. Linguistics Georgetown University, 2002 M.S. Linguistics Georgetown University, 1997 B.A. Russian Language and Literature George Washington University,1989,Sigrid
12、Norris,OUTLINE,Introduction Some background Theoretic argument Structure Conclusion,. the social actor, speaking on the phone with her employee (multimodal analysis) . new thoughts about consciousness (the point of “I” and “me” identity elements),Introduction,Identity is who and what you are. Identi
13、ty construction is a widely covered topic in studies of discourse. In this chapter, the authors focus is a methodological one that allows the investigation of identity construction from a slightly new perspective, a multimodal approach.,My writing is first of all an extension of Scollons mediated di
14、scourse analysis(中介话语分析 ). Second, this framework is strongly influenced by the work of Kress and van Leeuwen in multimodality . Besides these two merging directions, the framework of multimodal interaction analysis draws on interactional sociolinguistics of Goffman Gumperz ,discourse analysis as in
15、 Hamilton or Schiffrin and a historical approach of Wodak.,Some Background,There follows a brief eclectic overview on personal identity construction: Schiffrin or Hamilton -micro discursive constructions ,such as pronoun use and show how individuals establish themselves as belonging to one group or
16、another. Wodak -combining text analysis with narrative and interview analysis on national identity construction and placing it into a historical perspective.,Hall and Bucholztrying to encompass social psychological and socialcultural forces on analyzing a persons use of language. What all of these a
17、pproaches to identity have in common is their concentration on language (spoken or written). It is this point that creates the opportunity for this chapter on multimodal personal identity construction.,Theoretic argument,Prioritizing of language may limit our understanding of interaction and it also
18、 may limit our understanding of personal identity construction . I untilize and build on the micro analytical approach , for example, use to analyze spoken language but take multiple embodied modes such as posture, gesture and head movement into consideration.,Further, I investigate disembodied mode
19、s such as layout(布局设计) and objects. Identity is not formed in cohesive wholes but as situationally grounded and co-constructed identity elements. When speaking of identity elements I am thinking of an analogy(类比) with chemical elements such as oxygen, hydrogen, or gold. (Please turn to page 134.),go
20、ld,Gender identity,oxygen,hydrogen,Occupational identity,Name: Tanya & Lucy Occupation: two co-owners of a web-design business Relationship : colleagues & friends,An example,Image 1 illustrates that the modes of object handling and spoken language take on much weight for Tanya. However, object handl
21、ing and spoken language are not the only modes that she employs.,Her body pointing away from Lucy,Not to be fixed on any one particular point and may be termed a middle distance gaze.,With legs crossed,Beat gestures Moving her hands up and down 8 times,These beat gestures are rhythmically organized
22、with her spoken language, emphasizing particular words (this in line 2; all in line 3; whatever in line 4; email, and, fax, everything in line 5; always in line 6), and we may interpret these gestures as a way for Tanya to force herself to give clear instructions,Six out of the eight times (lines 3
23、to 6), Tanya simultaneously performs beats with her head,Head movements start with whatever (in line 3), go through her point of instruction email and fax everything (line 4) and end with always (line 6). Thus, while the hand beats govern the coherence and speed of her utterances, the head beats bra
24、cket the actual point that she is trying to get across.,HIGH MODAL DENSITY,Object handling Spoken language Posture Gaze Gesture Head movement,EMPLOYER IDENTITY,When we revisit this picture, we see that Lucy is listening to Tanyas call and chimes(插话) in at the appropriate time, giving Tanya the sente
25、nce and then follow up with a phone call, which Tanya repeats without losing her rhythm by saying and then Always follow up with a phone call.,We also notice that layout(布局设计) plays a role, with desks, chairs and computers arranged as they are, making it easily possible for Lucy to overhear the conv
26、ersation and to chime（插话） in when she deems it necessary. Accordingly, Tanya is interacting with two different people simultaneously. While she is interacting with her employee in the foreground of her attention, Tanya then co-constructs her co-owner identity together with Lucy in the mid-ground of
27、her attention awareness .,Because the sheep and the fence appear closer to us, we say theyre in the foreground of the image. The foothills appear far away, so theyre in the background. Midground, as you probably guessed, is how we describe parts of the image that appear to be deeper than the foregro
28、und but not so deep as the background.,“M” is for the million things she gave me, “O” means only that shes growing old, “T” if for the tears she shed to save me, “H” is for her heart of purest gold, “E” is for her eyes, with love-light shinning, “R” means right, and right shell always be. Put them a
29、ll together . They spell “Mother”, a word that means the world to me.,M-O-T-H-E-R By Howard Johnson,M 代表她给予我百万样东西， O 意味着她渐渐老去， T 是她为育我成人而洒落的颗颗泪滴， H 寓意她那金子般至纯至真的心灵， E 是她那双闪耀着慈爱之光的眼睛， R 使我坚信她永远正确无误的言行。 把这些字母拼在一起就是“母亲”， 一个于我犹如整个世界一样的词语。,An example,The following excerpts that I will look at in detail co
30、me from an extensive ethnographic study of two co-owners of a web-design business that I conducted over a period of four months. During this time, I spent most of the days with the two women (whom I will call Tanya and Lucy) during work hours and also spent time with them at their homes. I have met
31、many of their friends, caretakers of their children, husband and ex-husband, and their parents. Here, I focus on Tanya and her everyday identity construction, reviewing data pieces that are mundane (普通的，平凡的)and not special in any way.,In this chapter I show how identity elements are co-constructed i
32、n clock-time, are then moved in consciousness into memory and to a different level of attention and awareness. Here, I illustrate two aspects: one, that the identity elements that reside in memory can (and do) shape clock-time actions; and two, that there is a lag-time between the ending of one acti
33、on and identity formation and the next.,Digital literacy is the ability to locate, organize, understand and analyze information using digital technology . Schools are continually updating their curriculum for digital literacy to keep up with accelerating technological developments. This often includes computers in the classroom, the use of educational software to teach curriculum, and course materials being available to students online.,