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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2020-12-14编辑:vicky点击率:6378
论文字数:28522论文编号:org202012131108185771语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英美文学论文,笔者认为儿童绘本的翻译与儿童教育密切相关。
As a communication phenomenon, multimodality defines a combination of different semiotic resources or patterns in text and communication events, such as static and dynamic pictures, writing, gestures, layout, and speech. What’s more, as a field of inquiry, multimodality research involves the development of theories, analytical tools, and descriptions. These studies use modes as organizational principles to study expression and communication.
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2.2 Verbal-Visual Relationship
Children’s picture books are constructed by the interaction of two different ways(verbal and visual), and they convey information in very different ways. As a result, it’s of vital importance to figure out the verbal-visual relationship before the translation practice.
Until now, the verbal content of the text is still the main bearer of meaning; while other factors are in a non-central position, transmitting the extended information of the verbal content. However, with regard to the visual-verbal relationship, recent research opinions hold that: with visual texts as the dominant form, verbal texts play an auxiliary role; or verbal-visual texts jointly determine the meaning of text. Many functional classifications of verbal-visual relations are now based on this view (for instance Nikolajeva & Scott 2000;Marsh & White 2003; Martinec & Salway 2005; Pastra 2008). Compared with how images help text to convey information, scholars in this field focus more on the interaction between images and text. Accurately understanding how different symbols interact to produce meaning is the basis for studying multimodality, because this process embodies the way in which multimodal text conveys information. This is more important in multimodal research aimed at translation, because translation is not only to convey semantic representation, but also to pursue similar interpretation.
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