نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجو

2 زبان شناسی،علوم انسانی،تربیت مدرس،تهران،ایران

3 دانشکده ادبیات فارسی و زبانهای خارجی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران

4 دانشیار گروه زبان فرانسه دانشگاه تربیت‌مدرس، عضو هیات علمی دانشگاه تربیت مدرس تهران، ایران.

چکیده

????? ???? ?? ????? ?????? ????? ??? ?????? ? ??????? ?? ??????? ???? ???? ??????? Vision ?????????. ??? ????? ?????? ?????-????????? ??????? ? ????? ????? ??????? ??? ? ??????? ((1996)2006) ???? ?? ?????? ??? ?? ???? ? ????? ????? ????? (1994) ? ???? ?? ?? ??? ???? ???? ?? ???? ????? ???? ??????.?????? ??? ????? ???? ???? ????? ??????? ?? ???? ??? ????? ?????????? ???? ????? ???????? ???? ??????? ???? ???? ?????? ?? ?????? ?????? ? ????? ?????? ?? ?????? ?????? ???????? ? ??? ???? ??????? ? ????? ????? ?? ????? ???????. ???? ????? ?? ????? ??????? ?????? ? ??????? ????? ????? ?? ?????? ? ??????? ???????? ???? ??????? Vision ?? ?? ?????? ?? ??????? ?? ?????? ????? ???? ? ????? ????????? ?????? ? ?????? ?????? ????? ? ????? ???????? ???? ???? ?????? ???? ? ??????? ?? ????? ???? ??? ?????? ?? ????? ?????. ??? ???? ????? ????? ????? ?????? ?????? ? ??????? ??? ? ?????? ?????? ?????? ?????? ?????? ?? ?????? ????????? ???? ???????? ?? ?????? ?????? ??? ?????? ?????????? ? ????? ?????? ??????? ? ???? ??? ?? ???? ?????. ?? ??? ????? ????????? ?????? ???????? ???????? ?????? ? ????? ??????? ?? ????? ?????. ????? ???? ?????? ?? ???? ???????? ???? ??? ??? ?????? ? ??????? ? ????? ? ?????? ???? ?? ???? ????? ???? ? ?? ????? ??? ???? ??? ????? ???? ??????????.

کلیدواژه‌ها

عنوان مقاله [English]

Investigation of the relationship between context and picture in English books(Visions)based on discoursal semantic-semiotic approach

نویسندگان [English]

  • Nassrin Tanhaee Aharee 1
  • hayat Ameri 2
  • Alireza Ameri 3
  • hamidreza shairi 4

1 student

2 Faculty of Humanities,Tarbiat Modares,Tehran,Iran

3 Faculty of Persian Literature and Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran

4 Professor in linguistics and semiotics, Director of French language in Tarbiat Modarres University, Tehran, Iran.

چکیده [English]

Investigation of the relationship between context and picture in English books(Visions)based on discoursal semantic-semiotic approach
Abstract
Introduction
Nowadays, it is used to join picture and writing in English books in order to transfer educational concepts. As it is claimed that the pictures not only help the students learning but also they increase the interactional relationship between them and their around society(Kress and Van Leeuwen,2006). There is always one problem that how we can use multimodal- texts in school books especially English books to facilitate transfer concepts and also create motivation during educational process so that English learning and training procedures will be improved.
Semiotic perspective shows two point of view but with special and similar philosophical implications. It is related to Saussure and Peirce thoughts.(Sogoudi,2003:22). Saussure framework is called structural semiotics but Pierce framework is analytical semiotics. Pierce believes semantic-semiotic means theory and study of signs and it is the world science that includes all other sciences. Saussure considers signs as mechanical but Paris School claim that signs perform the role of signifier only in discoursal context. Greimas, founder of Paris School, believes that we should pass the surface and enter to deep layers of context as the deep and inner structures have semantic implications. (Abbasi,2009).
Kress and Van Leeuwen believe their work on visual representation is set within the theoretical framework of social semiotics. It is important therefore to place it in the context of the way semiotics has developed during, roughly, the past 75 years. The visual, like all semiotic modes, has to serve representational and communicational requirements and they are adopted the theoretical notion of meta-functions from the work of Halliday for this purpose. Visual design has three main roles such as all other semiotic modes. ( kress and Van Leeuwen,2006). The three meta-functions which Halliday posits are the ideational, the interpersonal and the textual functions, Wilcox (2014) believes that described meta-functions in Halliday’s systematic- functional grammar are changed by Kress and van Leeuwen to representational, interactional and compositional meaning. This research tried to analyze the relationship between the written and pictorial context based on discoursal semantic-semiotic using description framework of Kress and Van Leeuwen (2006,1996), to develop linguistics Halliday’s functional-systematic. In this essay, we analyzed how the relation between pictorial and written texts in English school books(visions). This article is based on discoursal semantic-semiotic approach and Social-Semiotic using description framework of Kress and Van Leeuwen (2006(1996) theories which is affected by Halliday’s thoughts(1994) and three main roles of language is raised by him.
Purpose
It was the purpose of this research to investigate the relationship between context and picture in English books(visions), to express how to select pictorial texts accompaniment to written forms in educational English books for increasing students meaning comprehension, presenting rich and comprehensible concepts and also to investigate discoursal different social and emotional functions. At last, analysis the function of the pictures in this discoursal process, the way of their reflection in English books for facilitating educational procedures and the transfer of educational concepts were the sub goals of this research.
Materials Methods
The pictures which are used in English books (Visions) were placed in this analysis. English books (Visions) include some common parts as New words and Expressions in which written texts put under the pictorial one’s. In the written texts, some words or expressions are salient so that the writer considered them as educational aim. The Written and pictorial texts of three English books were analyzed based on discoursal semantic-semiotic approach considering the salient factors and rhythm creator in visual context, and both of them were investigated upon kress and Van Leeuwen theory looking at three meta –functions; representational, interactional and compositional functions. This essay by investigation of the pictorial and written texts in English books (Visions) deliberated that English book texts to what extent are in accordance with three meta- functions patterns of visual analysis; meaning representational, interactional and compositional. And how two texts accompaniment and overlapping make easier meaning transfer and available the case in point educational concepts.
Conclusions
At the result, we found that there is contradiction between the written and pictorial salient factors according to discoursal semantic-semiotic . And also there is no accompaniment and overlapping between written and pictorial contexts. So viewer (especially student) confronts with problem in getting meaning. It was observed that common patterns in meta-functions wasn’t considered in these contexts. And this is caused that the meaning transfer encounter with defect and the learning process becomes slow down. So the case in point educational aim wasn’t achieved.
Key words
discoursal semantic-semiotic, representational function, Social–Semiotics, English books

کلیدواژه‌ها [English]

  • "discoursal semantic-semiotic"
  • "representational function"
  • "Social–Semiotics"
  • "English books(vision)"