NURSERY RHYMES: A COMPARATIVE STUDY FROM SYSTEMIC FUNCTIONAL-MULTIMODAL DISCOURSE ANALYSIS PERSPECTIVE

Tôn Nữ My Nhật

Abstract


The contemporary landscape of communication is marked by the ubiquity of multimodality. However, the study of multimodal discourse is a relatively recent domain of enquiry. This paper is aimed to contribute to the current exploration of this emerging field. This paper is situated within the Systemic functional-Multimodal discourse analysis (SF-MDA) approach. The first part will explicate the aspects of Systemic Functional Theory which are pertinent to discourse of multimodal nature. Drawing on recent works, the second part will present a brief account of the SF-MDA approach. The metafunctional systems of image analysis of children’s picture books will also be presented, serving as a framework for the comparative analysis of books of nursery rhymes (NR) in English and Vietnamese to be described. The paper concludes with a brief discussion of the pedagogical implications of SF-MDA in the Vietnamese educational context.


Keywords


systemic functional theory; discourse analysis; multimodal discourse analysis

Full Text:

PDF

References


Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Geelong, VIC: Deakin University Press.

Halliday, M. A. K. (1994). An introduction to functional grammar. London: EdwardArnold.

Halliday, M. A. K. (2004). The language of science. In J. Webster (Ed.), The collected works, 4. London: Continuum.

Huynh, L. T. H. (2014). An investigation into the lexical cohesion in English and Vietnamese nursery rhymes. Unpublished M.A. thesis, Quy Nhon University.

Ink, M. E. (2005). Mary Engelbreit’s Mother Goose – One hundred best-loved verses. New York: Harpercollins Publishers.

Kress, G., & van Leeuwen, T. (1996). Reading images – The grammar of visual design. New York: Routledge.

Lemke, J. ()). Multiplying meaning: Visual and verbal semiotics in scientific text, in J. R. Martin & R. Veel (Eds.), Reading science – Critical and functional perspectives on discourses of science (pp. 87-113). London: Routledge.

Lim, F. V. (2011). A systemic functional multimodal discourse analysis approach to pedagogic discourse. Unpublished doctoral thesis, National University of Singapore.

Lu. X., & Dianning Q. (2014). Exploring the multimodality of EFL textbooks for Chinese college students: A comparative study. RELC Journal, 45(2), 135–150.

Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.

O’Halloran, K. L. (2008). Systemic functional-multimodal discourse analysis (SF-MDA): Constructing ideational meaning using language and visual imagery. Visual Communication, 7(4), 443-475.

O’Toole, M. (1994). The language of displaced art. Leicester: Leicester University Press.

Painter, C., Martin, J., & Unsworth, L. (2013). Reading visual narratives – Image analysis of children’s picture books. London: Equinox Publishing Ltd.

Quyen, D. (2011). Đồng dao dành cho trẻ mầm non. Hong Bang Publisher.

Ton. N. M. N. (2013). Diễn ngôn toán như một thể loại đa tín hiệu. Ngôn ngữ, số 4.

Ton. N. M. N. (2015). Phân tích diễn ngôn đa thức: Một số vấn đề lý luận và thực tiễn. Kỷ yếu Hội thảo Khoa học Ngữ học Toàn quốc. Đại học Sài Gòn, tr. 227-236.

Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English Teaching: Practice and Critique, 5(1), 55-76.

Unsworth, L., & Ngo, T. B. T. (2015). “Vai trò của hình ảnh trong sách giáo khoa dạy tiếng Anh ở Việt Nam. T/c Ngôn ngữ & đời sống, 1(231), 93-99.

Vo, T. M. T. (2016). English nursery rhymes from a multimodal discourse analysis perspective. Unpublished M.A. Thesis, Quy Nhon University.


Refbacks

  • There are currently no refbacks.