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Bildlinguistik – Ansätze, Aspekte, Aufgaben

100%
Opiłowski R.
Colloquia Germanica Stetinensia
|
2011
|
issue 19
197-212
EN
Images as constituents multimodal texts are in linguistics treated as peripheral elements. Nowadays, however, printed and digital text of commercial nature not only constantly use language and images to shape their messages and to persuade but also combine these two semiotic codes to form one whole. A linguistic analysis of any multimodal text has to consider the functional, structural and argumentative combination of language and image. Therefore the author of the paper suggests to conduct linguistic analyses of multimodal texts within the framework of “linguistics of image” focused on speech actions. As the formal fields of research of the linguistics of image the author proposes and presents: text structure, iconicity in language and typography while the addressed issues, the substantial aspects, should be: the image-based nature of metaphors, phraseologisms and figurative speech, as well as remotivation of image-evoking word combinations, and the language-image correlation. The combination of both aspects, formal and substantial, of text linguistics is presented on the bases of text design.
2
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Einige Bemerkungen zum Infografischen in der visuellen Publizistik

80%
Makowska M.
Studia Germanica Posnaniensia
|
2018
|
issue 39
123-136
EN
Infographics has become one the most popular forms used in contemporary communication. It is employed both in traditional media as well as electronic ones in order to present relations between various phenomena or explain particular mechanisms of action in a picturesque way. Infographics is a hybrid form which reaches out for disparate visual elements: linguistic, pictorial and diagram ones, and combines them in a nonlinear way. In media communication infographics occur both as an independent message, or as e.g. an element accompanying a press article and complementing it. The purpose of the article is to demonstrate that infographics as a visual plane can serve the economization and rationalisation of media communication.
3

Infografik als Sehfläche

61%
Makowska M.
Prace Językoznawcze
|
2014
|
issue 16/2
35-52
EN
In the media such communications are more and more frequently used at present that are both multimodal and non-linear. Multimodality signifies that simultaneously one has to deal with various linguistic and pictorial resources mutually contextualizing one another. In turn, multimodality is tightly connected with non-linearity which causes that recipients can decide by themselves which pieces of information and in what order they want to internalize. Infographics constitute an example of such communications and due to their formal-functional standardization they can be treated as a separate kind of text.
4
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Kurztexte im öffentlichen Raum in Frankreich – Diskurse zu Sauberkeit, Sicherheit und zur (kulturellen) Partizipation

61%
Rentel N.
Linguistische Treffen in Wrocław
|
2022
|
issue 21
219-241
EN
Short texts, either of formal or of informal nature concerning the text producers, are ubiquitous in the public sphere. Concerning the text functions as well as the form of the texts, researchers are confronted with a large variety of illocutionary goals and formal strategies. The description of written and, often, multimodal texts in the public sphere is anchored in the discipline of Linguistic Landscapes. In oder to investigate the principles of the discourse realized by short texts in the public sphere, the present article analyzes official, multimodal short texts that have been published in fall 2019 in public transport, near train stations and in universities in Paris, France. The analysis of the texts who can be mainly considered as part of a discourse of cleanliness focusses on the interconnection of different semiotic ressources and on the specific communicative functions of the texts. After the conceptual definition of the study’s underlying concepts of “public space” and “dispositives” as well as a closer look at the specific reception conditions of short texts in the public space follows the discussion of characteristics of short texts with regard to the corpus. Afterwards, we will present selected examples and discuss their formal design as well as their communicative functions. The analysis shows a wide range in terms of the functional orientation of the short texts examined. It becomes clear that different illocutions are realized in the public space; the corpus contains calls to action, prohibitions and offers for orientation, but also texts aiming at motivation the addressees to participate actively on the cultural level or for generating cognitive pleasure during the process of decoding through cultural references and/or puns. The degree of interaction with the potential recipients also varies. The corpus analysis shows that the combination of the semiotic resources in the conception of the overall message in the documents can be designed in completely different ways. As a consequence, we observe a different degree of multimodal linking on a formal and functional level as well as variances in the connection patterns. All examples make clear that an adequate decoding of the short texts would not be possible without considering the integration of the texts in a specific local context, containing as well objects in the vicinity of the texts.
5
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Logovisuelle Didaktik im Fremdsprachenunterricht

61%
Sierak K.
Neofilolog
|
2022
|
issue 58/1
133-150
EN
The multimodal texts in the form of text-image combinations have become an integral part of everyday life. We can notice them at every turn, and the best examples of it are the magazines, posters or the internet. Their omnipresence, which is primarily the result of the rapid development and spread of the new media, contributes to the fact that they can no longer be overlooked in the case of foreign language lessons either. Its huge didactic potential, which is the result of the semiotic division of labour of language-image connections, can not only create new opportunities to promote different language-related and non-language-related skills in foreign language learners but also increase the effectiveness of the process of teaching and learning foreign languages. The prerequisite, however, is that the learner can adequately analyze and understand them. The aim of this article is to make an overview of the forms and functions of different text-image combinations in the foreign language lesson and bring closer the assumptions of logovisual didactic, which assumes the development of special visual-reading literacy to confrontation with them.  
DE
Die multimodalen Texte in Form von Text-Bild-Kombinationen sind aus dem Alltag nicht mehr wegzudenken. Sie treten uns überall entgegen und die Zeitschriften, Plakate oder Internet-Einträge können als die besten Beispiele dafür dienen. Ihre Allgegenwärtigkeit, die allen voran aus der rasanten Entwicklung sowie Verbreitung der Neuen Medien resultiert, trägt dazu bei, dass man sie ebenfalls im Falle des Fremdsprachenunterrichts nicht mehr übersehen kann. Ihr riesiges didaktisches Potenzial, das aus der semiotischen Arbeitsteilung von Sprache-Bild-Verknüpfungen folgt, kann nicht nur neue Möglichkeiten zur Förderung unterschiedlicher sprach- und nicht-sprachbezogener Kompetenzen von Fremdsprachenlernenden schaffen, sondern auch die Effektivität des Fremdsprachenlehr- und Lernprozesses erhöhen. Voraussetzung ist jedoch, dass die Lernenden solche Text-Bild-Kombinationen angemessen analysieren und begreifen können. Das Hauptziel des Beitrages besteht darin, einen Überblick über die Formen und Funktionen unterschiedlicher Text-Bild-Kombinationen im DaF-Unterricht zu verschaffen sowie die Annahmen der sich neu entwickelnden logovisuellen Didaktik, die zur Konfrontation mit Text-Bild-Kombinationen die Entwicklung der sog. Sehlesekompetenz annimmt, näherzubringen.
6
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TEKST MULTIMODALNY W GLOTTODYDAKTYCE

61%
Makowska M.
Neofilolog
|
2018
|
issue 50/2
215-230
EN
Multimodality as a linguistic universal plays a substantial role not only in the process of communication but also e.g. in philological instruction. It is used both in handbooks as well as all kinds of other didactic materials available in the printed version and the electronic one alike. However, in order for it to constitute practical assistance for a student and real help for the teacher, they must have the so-called multimodal competence at their disposal, which will both at the stage of text production as well as in the phase of its reception enable them to fully use the potential inherent in multimodality. The aim of the article is to show in what way multimodality made use of in foreign language handbooks changes philological education, making it more effective and attractive for all the sides engaged in this process.
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