Title: Meanings of Images and Intersemiotic Complementarity of Visual and Verbal Elements in Two English Textbooks: A Multimodal Study
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Oral Presentation
Authors:
Bernard Richard Nainggolan, Universitas Pendidikan Indonesia, Indonesia
Abstract:
Textbooks have changed into multimodally contemporary textbooks using visual images along with the verbal texts. The purpose of this study was to investigate meanings of visual images and the ideational and interpersonal intersemiotic complementarity in descriptive texts, selected from two English textbooks; one was nationally published and the other was internationally published. The method of this study was qualitative design with SF MDA approach (Jewitt et al., 2016; O’Halloran & Fei, 2014). Using frameworks of Grammar of Visual Design framework (Kress & Leeuwen, 2006) and ideational and interpersonal intersemiotic complementarity (Royce, 2007, 2015), this study was conducted to find how the text producers in two different textbook publishers made meaning in the visual elements. Also, the comparisons of the intersemiotic relationship between visual images and verbal texts of the two multimodal texts were also elaborated. The results of the study revealed the comparison on the two multimodal texts representationally, in terms of representational structures, represented participants, activity, and circumstances. In terms of interactive meaning, the address, involvement, and power relations were elaborated. Compositionally, the contrast of two multimodal texts were discussed based on information value, framing, and salience. The findings also revealed how each multimodal text was different in terms of ideational and interpersonal intersemiotic complementarity. The pedagogical implications regarding the meanings and the intersemiotic complementarity were elaborated to improve teaching descriptive texts.
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