Semiotic modes accentuating learners’ metafunctions: The systemic functional approach to multimodal discourse analysis

References

• Abdelrahim AAM. 2022. Beyond monolingual practices in multilingual writing context: The role of multilingual practices in sociocultural dialoguing. Argentinian Journal of Applied Linguistics 10(1): 46–61. https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/229/184
   Web of Science ®Google Scholar
• Abdelrahim AAM. 2023. The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University. Language Teaching Research. https://doi.org/10.1177/13621688231155578
   Web of Science ®Google Scholar
• Abdelrahim AAM, Abdelrahim MAM. 2020. Teaching and assessing metadiscoursal features in argumentative writing: Professional development training for EFL teachers. International Journal of Applied Linguistics 30(1): 70–91. https://doi.org/10.1111/ijal.12264
   Web of Science ®Google Scholar
• Archer A. 2011. Clip-art or design: Exploring the challenges of multimodal texts for writing centres in higher education. Southern African Linguistics and Applied Language Studies 29(4): 387–399. https://doi.org/10.2989/16073614.2011.651938
   Web of Science ®Google Scholar
• Bednarek M. 2010. Corpus linguistics and systemic functional linguistics: Interpersonal meaning, identity and bonding in popular culture. In: Bednarek M, Martin JR (eds), New Discourse on Language: Functional Perspectives on Multimodality, Identity, and Affiliation. London: Continuum. pp. 237–266.
   Google Scholar
• Bezemer J, Kress G. 2008. Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication 25(2): 166–195. doi: 10.1177/0741088307313177
   Web of Science ®Google Scholar
• Blommaert J, Rampton B. 2011. Language and superdiversity. Diversities 13(2): 3–21.
   Google Scholar
• Cenoz J, Gorter D. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly 47(3): 591–599. https://doi.org/10.1002/tesq.121
   Web of Science ®Google Scholar
• Cimasko T, Shin D-S. 2017. Multimodal resemiotization and authorial agency in an L2 writing classroom. Written Communication 34(4): 387–413. https://doi.org/10.1177/0741088317727246
   Web of Science ®Google Scholar
• Clyne M. 2008. The monolingual mindset as an impediment to the development of plurilingual potential in Australia. Sociolinguistic Studies 2(3): 347–366. https://doi.org/10.1558/sols.v2i3.347
   Google Scholar
• D’Angelo L. 2010. Creating a framework for the analysis of academic posters. Language Studies Working Papers 2: 38–50.
   Google Scholar
• D’Angelo L. 2016. Academic posters: A textual and visual metadiscourse analysis. Bern: Peter Lang. https://doi.org/10.3726/978-3-0351-0934-4
   Google Scholar
• Darrington B, Dousay T. 2015. Using multimodal writing to motivate struggling students to write. TechTrends 59(6): 29–34. https://doi.org/10.1007/s11528-015-0901-7
   Google Scholar
• De Saint-Georges I, Weber J-J (eds). 2013. Multilingualism and Multimodality: Current Challenges for Educational Studies. Dordrecht: Springer. https://doi.org/10.1007/978-94-6209-266-2
   Google Scholar
• Dzekoe R. 2017. Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language Learning & Technology 21(2): 73–95. https://www.10125/44612
   Web of Science ®Google Scholar
• Early M, Kendrick M, Potts D. 2015. Multimodality: Out from the margins of English language teaching. TESOL Quarterly 49(3): 447–460. https://doi.org/10.1002/tesq.246
   Web of Science ®Google Scholar
• Eggins S. 2004. An introduction to systemic functional linguistics. London: Bloomsbury.
   Google Scholar
• Fiske ST, Taylor SE. 2013. Social cognition: From brains to culture. Thousand Oaks: Sage. https://doi.org/10.4135/9781446286395
   Google Scholar
• García O, Wei L. 2014. Translanguaging: Language, bilingualism and education. New York: Palgrave MacMillan. https://doi.org/10.1057/9781137385765
   Google Scholar
• Grapin S. 2019. Multimodality in the new content standards era: Implications for English learners. TESOL Quarterly 53(1): 30–55. https://doi.org/10.1002/tesq.443
   Web of Science ®Google Scholar
• Halliday MAK, Matthiessen CMIM, Halliday M, Matthiessen C. 2004. An introduction to functional grammar (3rd edn). Routledge. https://doi.org/10.4324/9780203783771
   Google Scholar
• Halliday MAK, Matthiessen CMIM. 2014. An introduction to functional grammar. London: Hodder Arnold.
   Google Scholar
• Iedema R. 2000. Analysing film and television. In: van Leeuwen T, and Jewitt C (eds), Handbook of visual analysis. London: Sage. pp. 183–204
   Google Scholar
• Jewitt C, Kress G (eds). 2003. Multimodal literacy. New York: Peter Lang.
   Google Scholar
• Jewitt C, Bezemer J, O’Halloran K. 2016. Introducing multimodality. New York: Routledge. https://doi.org/10.4324/9781315638027
   Google Scholar
• Jiang L. 2018. Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing 40: 60–72. https://doi.org/10.1016/j.jslw.2018.03.002
   Web of Science ®Google Scholar
• Kress G. 2010. Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
   Google Scholar
• Kress G, Van Leeuwen T. 1996. Reading Images: The Grammar of Visual Design. London: Routledge.
   Google Scholar
• Kress G, Van Leeuwen T. 2001. Multimodal discourse: The modes and media of contemporary communication. London: Edward Arnold.
   Google Scholar
• Kress G, Van Leeuwen T. 2006. Reading images: A grammar of visual design. London: Routledge. https://doi.org/10.4324/9780203619728
   Google Scholar
• Kalantzis M, Cope B, Chan E, Dalley-Trim L. 2016. Literacies (2nd edn). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316442821
   Google Scholar
• Kusters A, Spotti M, Swanwick R, Tapio E. 2017. Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism 14: 219–232. https://doi.org/10.1080/14790718.2017.1321651
   Web of Science ®Google Scholar
• Lim J, Polio C. 2020. Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers. Journal of Second Language Writing 47: 100713. https://doi.org/10.1016/j.jslw.2020.100713
   Web of Science ®Google Scholar
• Lotherington H, Jenson J. 2011. Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics 31: 226–246. https://doi.org/10.1017/S0267190511000110
   Web of Science ®Google Scholar
• Lotherington H, Tan S, O’Halloran K, Wignell P, Schmitt A. 2019. Analyzing the talking book Imagine a world: A multimodal approach to English language learning in a multilingual context. Text & Talk 39(6): 747–774. https://doi.org/10.1515/text-2019-0239.
   Web of Science ®Google Scholar
• Mafofo L, Banda F. 2014. Accentuating institutional brands: A multimodal analysis of the homepages of selected South African universities. Southern African Linguistics and Applied Language Studies 32(4): 417–432. https://doi.org/10.2989/16073614.2014.997068
   Web of Science ®Google Scholar
• Manchón RM. 2017. The potential impact of multimodal composition on language learning. Journal of Second Language Writing 38: 94–95. https://doi.org/10.1016/j.jslw.2017.10.008
   Web of Science ®Google Scholar
• Martin JR, Rose D. 2008. Genre relations: Mapping culture. London: Equinox.
   Google Scholar
• Martinec R. 2001. Interpersonal resources in action. Semiotica 135: 117–145. https://doi.org/10.1515/semi.2001.056
   Web of Science ®Google Scholar
• Mkhize D. 2016. Resources, mediators, and identities: Home literacy practices of rural bilingual children. Southern African Linguistics and Applied Language Studies 34: 43–55. https://doi.org/10.2989/16073614.2015.1133248
   Web of Science ®Google Scholar
• O’Halloran KEM, Podlasov A, Tan S. 2013. Multimodal digital semiotics: The interaction of language with other resources. Text & Talk 33: 665–690. https://doi.org/10.1515/text-2013-0030
   Web of Science ®Google Scholar
• O’Halloran K, Fei V. 2014. Systemic functional multimodal discourse analysis. In: Norris S, Maier C (eds), Interactions, images and texts: A reader in multimodality. Boston/Berlin: Walter de Gruyter. pp. 137–154.
   Google Scholar
• Painter C, Martin JR. 2011. Intermodal complementarity: Modelling affordances across image and verbiage in children’s picture books. In: Yan F (ed.), Studies in functional linguistics and discourse analysis. Beijing: Education Press of China. pp. 132–158.
   Google Scholar
• Polio C. 2019. Keeping the language in second language writing classes. Journal of Second Language Writing 46: 100675. https://doi.org/10.1016/j.jslw.2019.100675
   Web of Science ®Google Scholar
• Qu W. 2017. For L2 writers, it is always the problem of the language. Journal of Second Language Writing 38: 92–93. https://doi.org/10.1016/j.jslw.2017.10.007
   Web of Science ®Google Scholar
• Rose D, Martin J. 2012. Learning to write, reading to learn: Genre, knowledge and pedagogy of the Sydney school. Oakville: Equinox.
   Google Scholar
• Rowley-Jolivet E. 2012. Oralising text slides in scientific conference presentations: A multimodal corpus analysis. In: Boulton A, Carter-Thomas S, Rowley-Jolivet E (eds), Corpus-informed research and learning in ESP: Issues and applications. Amsterdam: John Benjamins Publishing Company. pp. 135–165. https://doi.org/10.1075/scl.52.06row
   Google Scholar
• Scollon R. 2001. Mediated discourse: The nexus of practice. London: Routledge.
   Google Scholar
• Shin D. 2018. Multimodal mediation and argumentative writing: A case study of a multilingual writer’s metalanguage awareness development. In: Harman R (ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics. New York: Springer. pp. 225–242.
   Google Scholar
• Shin D-S. Cimasko T, Yi Y. 2020. Development of metalanguage for multimodal composing: A case study of an L2 writer’s design of multimedia texts. Journal of Second Language Writing 47: 100714. https://doi.org/10.1016/j.jslw.2020.100714
   Web of Science ®Google Scholar
• Tardy CM. 2005. Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition 22: 319–336. https://doi.org/10.1016/j.compcom.2005.05.004
   Google Scholar
• Thibault P. 2000. The Multimodal transcription of a television advertisement: Theory and practice. In: Baldry A (ed), Multimodality and multimediality in the Distance Learning Age. Campobasso: Palladino Editore. pp. 311–85.
   Google Scholar
• Unsworth L. 2006. Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English Teaching: Practice and Critique 5: 55–76.
   Google Scholar
• Vandommele G, Van den Branden K, Van Gorp K, De Maeyer S. 2017. In-school and out-of-school multimodal writing as an L2 writing resource for beginner learners of Dutch. Journal of Second Language Writing 36: 23–36. https://doi.org/10.1016/j.jslw.2017.05.010
   Web of Science ®Google Scholar
• Weber J, Horner K. 2013. Introducing multilingualism: A social approach. Abingdon: Routledge.
   Google Scholar
• Weber J, Horner K. 2013. Multilingual universities and the monolingual mindset. In: De Saint-Georges I, Weber J (eds), Multilingualism and Multimodality: Current Challenges for Educational Studies. Dordrecht: Springer. pp. 101–116. https://doi.org/10.1007/978-94-6209-266-2_6
   Google Scholar