Título: | MULTIMODALITY IN BIOLOGY TEXTBOOKS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Autor: |
PATRICIA ALMEIDA DE REZENDE |
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Colaborador(es): |
BARBARA JANE WILCOX HEMAIS - Orientador |
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Catalogação: | 23/DEZ/2004 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=5841&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=5841&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.5841 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Modern textbooks are valuable as a research object in
applied linguistics
because they usually present their content through multiple
semiotic modalities
and because in general they are discipline-specific genres.
However, concerning
the discipline of Biology, there are still few studies that
exploit the interaction
between verbal and visual languages in highschool textbooks
and, up to the
moment, no contrastive works on this topic have been
published in Brazil. For
this reason, the goal of the present study is to
investigate the types of visual
representations and the strategies that establish the
interaction between pictures
and verbal text used in two highschool-level Biology
textbooks, a Brazilian and a
North-American one. This study is based mainly on Kress and
van Leeuwen s
(1996, 2001) theory of multimodality and is inspired in
Myers (1997) and
Nascimento s (2002) previous works. This theoretical basis
presupposes Halliday
and Hasan s (1976) and Halliday s (1997) systemic-
functional approach to text.
The results of this investigation reveal that, among other
mechanisms, lexical
cohesion has an important role in the interaction between
the verbal element in
images and the verbal language of the corresponding texts
and captions in both
books. Among the differences found between these two books,
there are the
different visual representations concerning the same topic,
the way pictures are
referred to in the text, the role of the captions and the
proportion of technical
terms used in intermodal cohesion. These results show that
there are intrageneric
variations in the use of such resources that are probably
due to the authors
purposes. The findings may have important implications for
the teaching of
Biology and of English for specific purposes. They may
enhance the awareness
of educators and students about the need of taking the
interaction between visual
and verbal languages into consideration for the appropriate
interpretation of texts
and for the production of multimodal texts specific to each
discursive community.
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