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Developing a Critical Multimodal Analysis Framework for Detecting Neoliberal Ideologies in the Cyberspace | ||
Journal of Language Horizons | ||
مقاله 6، دوره 8، شماره 4 - شماره پیاپی 22، فروردین 2025، صفحه 131-162 اصل مقاله (2.96 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2024.46432.1903 | ||
نویسنده | ||
Marzieh Souzandehfar* | ||
Department of Translation Studies, Faculty of Literature and Humanities, Jahrom University,Jahrom, Iran | ||
چکیده | ||
Although different studies have confirmed the benefits of multiliteracies and multimodal pedagogy, how to implement this pedagogy in the actual context of the classroom is still a controversial issue. Using an ethnography research design, this study was intended to develop a framework for the implementation of critical multimodal pedagogy. Using Du Gay et al.'s (1997) model of "cultural circuit" and Kress and van Leeuwen's (1996, 2001) social semiotics, the transformed texts, produced by 26 Iranian EFL undergraduate students, were analyzed and a model of resources used by the students to critically interpret multimodal texts containing neoliberal ideologies was developed. Based on the model, a framework for critical multimodal analysis was proposed which suggests that all the resources in the model should be inserted into the classroom context; however, local adaptation consisting of pruning and training should be observed by teachers and institutions before and during the insertion of the resources. | ||
کلیدواژهها | ||
Literacies؛ modality؛ internet؛ EFL؛ General | ||
عنوان مقاله [English] | ||
توسعهی چارچوب تحلیل چندرسانهای انتقادی برای شناسایی ایدئولوژیهای ئنولیبرالی در فضای سایبری | ||
نویسندگان [English] | ||
مرضیه سوزنده فر | ||
گروه مطالعات ترجمه، دانشکده ادبیات و علوم انسانی، دانشگاه جهرم، جهرم، ایران | ||
چکیده [English] | ||
اگرچه مطالعات مختلف مزایای چندسوادی و آموزش چندرسانه ای را تایید کرده اند، نحوه اجرای این آموزش در محیط واقعی کلاس هنوز یک موضوع بحث برانگیز است. این مطالعه با استفاده از طرح تحقیق قوم نگاری، به منظور اراِئه ی چارچوبی برای اجرای آموزش چندرسانه ای انتقادی انجام شد. با استفاده از مدل «مدار فرهنگی» دوگی و همکاران (1997) و نشانه شناسی اجتماعی کرس و ون لیوون (1996، 2001)، متون تغییر یافته ی تولید شده توسط 26 دانشجوی ایرانی در مقطع کارشناسی آموزش زبان انگلیسی به عنوان یک زبان خارجی، تجزیه و تحلیل شد و مدلی از منابع استفاده شده توسط دانشجویان برای تحلیل انتقادی متون چندرسانه ای حاوی ایدئولوژی های نئولیبرال ارائه گردید. سپس بر اساس این مدل، چارچوبی برای تجزیه و تحلیل انتقادی متون چندرسانه ای پیشنهاد شد که نشان میدهد تمام منابع موجود در مدل باید در محیط کلاس درس وارد شوند. اما، سازگاری بومی شامل هرس و تعلیم باید توسط معلمان و موسسات قبل و در حین استفاده از منابع رعایت شود. | ||
کلیدواژهها [English] | ||
تحلیل چندوجهی انتقادی, فضای مجازی, EFL, انگلیسی عمومی, آموزش چندسوادی, ایدئولوژیهای نئولیبرال | ||
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