摘要
传统话语标记语或语用标记语研究不包括实义词链和非语言符号标记,缺乏整体关联,不适应新媒体或互联网时代多模态交互教学。对此,本文从生态符号学视角尝试生态重构,提出符义框定和符用框定这对术语。符义框定与概念意义关联,包括概念连接语、实义词链和非语言概念符号;符用框定多与符(语)用或程序性意义相关,包括语用标记和非语言符用符号。示例分析表明,这对术语既存在于语言内,也存在于非语言模态中;同时,汉语语境中语言和非语言符号分别存在语法化和视觉语法化,乃至符用化现象。本研究拓展了传统语篇连贯手段研究,有利其多模态交互及课堂电化教学中的规范化和应用。
Traditional discourse or pragmatic markers do not cover content word string and nonverbal markers or symbols,which lacks in holistic relevance and applicability in the era of new multimedia or internet, in particular multimodal interactive instructions. Thus, this article reframes from an ecosemiotic perspective and proposes semiomantic framing and semiomatic framing. Semiomantic framing is relevant to conceptual meaning while semiomatic framing is mostly related to semiomatic(pragmatic) functions. The former comprises conceptually rich connectives, content word strings and signs while the latter,pragmatic markers and conceptually empty signs. The analysis of examples shows that these terms exist in both linguistic and non-linguistic modalities. Simultaneously, there are grammaticalization, visual grammaticalization and even semiomaticalization of linguistic and non-linguistic symbols in Chinese interactional and instructional contexts. Hence, this study extends the studies of traditional discourse coherence devices and contributes to the normalization and application of the terms in multimodal communications and technology-enhanced classroom teaching.
作者
余乐斌
肖好章
Yu Lebin;Xiao Haozhang
出处
《西安外国语大学学报》
CSSCI
北大核心
2022年第3期12-17,共6页
Journal of Xi’an International Studies University
基金
2021年广东省教育厅和华南农业大学教改项目“生态交互语境视域下思政与外语教学有效模式研究”(华南农教[2021]69号)及“生态语言教育教学团队”(华农外语院发[2021]8号)项目的阶段性研究成果
关键词
符义框定
符用框定
视觉语法化
符用化
多模态交互教学
生态符号学
semiomantic framing
semiomatic framing
visual grammaticalization
semiomaticalization
multimodal interaction and instruction
ecosemiotics
