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首页> 外文期刊>International Journal of Language Education: IJoLE >Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design
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Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

机译：视觉陈述和理解：探索图像词关系和设计类型

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Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.
机译：可视化已被几十年作为一种策略，以帮助读者构建阅读段落。全球的教师主要引入了具有母语背景的小学生的可视化。他们使用策略来了解自己的语言。众所周知，这种战略如何为学习外语的大学生工作。可视化可以在内部（通过创建心理图像）和外部（通过绘制视觉表示）来完成。可以进一步调查通过使用两种模型可视化文本的产品，以了解所代表的含义是否适合于文本中写入的含义。因此，本研究旨在通过分析叙述叙事文本后26名英语教育部学生绘制的视觉表现来探索意义。通过观察图纸中的图像词关系进行探索。为此，我们咨询了Chan和Unsworth（2011），Chan（2010）和Unsworth和Chan（2009），以多式联版中的图像语言互动。分析结果发现，等效性，附加和相互依存关系主要参与其视觉表现;这些关系真的有助于代表含义。同时，学生们很少使用特定于文字，特异性和平行的三个关系。此外，大多数学生以一种设计形式创建了与表示叙述文本相关的形式的表示。进一步讨论了图像词关系，设计类型和学生的理解之间的关系。

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