Band 2024, Heft 259

Résumé Le concept d’ethos, que l’étymologie rattache à l’éthique, aux mœurs et à la morale, est ici examiné à l’intersection des études sémiotiques et des sciences sociales. Une méthode est développée pour l’étude des caractères, ou ethe, qui passe par la reconnaissance des signes éthiques sur les scènes d’énonciation considérées, elles-mêmes constitutives d’une situation sociale à analyser. L’article est divisé en trois parties. La première partie définit l’ethos selon ses deux usages dans la théorisation aristotélicienne (rhétorique et poétique). La deuxième partie définit les signes éthiques dans leur rapport théorique aux études sémiotiques et à la sociologie. La troisième partie présente une application à un cas contemporain à cette recherche : la controverse dans l’espace public autour d’un projet de développement du territoire dans la ville de Québec. En théorisant pour la première fois les signes éthiques, cet article propose un renouvellement de la sociologie compréhensive au moyen d’une méthodologie éprouvée.

Chemistry is a highly technical field that relies heavily on a range of symbolic and imagic formalisms. These formalisms conceptualize specific chemical knowledge into semiotic resources that are rarely used elsewhere in most other academic fields or contexts. To develop an understanding of semiosis in highly technical fields such as chemistry, key questions include what this range of formalisms do and why they occur. These are key questions not only for our understanding of semiosis, but also if we wish to develop integrated literacy programs that can support students to marshal the multimodal discourse of chemistry. This paper explores these questions by examining how three key chemical formalisms organize their meaning: symbolic formalisms known as chemical formulas and chemical equations, and an imagic formalism known as structural formulas. Drawing on Systemic Functional Linguistics and using a corpus of formalisms from secondary school chemistry, these formalisms are explored in terms of their overarching grammatical organization and the content meanings they realize through the concept of “field.” This is used to compare and contrast each formalism in terms of a semiotic typology so as to understand how they work and what meanings they realize. By exploring chemical formalisms in this way, this paper establishes a means of seeing the similarities and differences in meaning-making across formalisms and explaining why different formalisms occur. This then begins to provide a base upon which applied programs can interpret the literacy needs of chemistry.

Mathematics is often defined as a “universal” or “conventional” language. Yet, things may be not as simple as that. The theoretical lens of the semiosphere, with the related notions of context and spatial dynamics, within which the concept of cultural conflict is defined, provides a new framework for research in mathematics education to consider the cultural aspects of mathematical discourses. It is under this framework that learning awareness occurs, and teaching challenges are no longer conceived as independent of the content taught (or to be taught). It is not a question of nullifying the cultural conflict, but exploiting the concept of asymmetry to make sense of mathematical discourse. Meeting foreign cultures leads to looking at one’s own practices. An example drawn from Danish numerals, juxtaposed with a mathematical discourse occurring in a sixth-grade classroom in Italy, delves into the practical application of the framework.

Cet article aborde la question du corps après la mort telle que la tradition arabo-musulmane le décrit d’abord dans le Coran et les hadiths (paroles du prophète Mahomet), puis dans l’abondante littérature de 'Adhâb al-Qabr (les terreurs salutaires de la tombe). C’est un sujet qui est étroitement lié à la sémiotique du corps, à la sémiotique de la religion et à la sémiotique de la culture car il est au carrefour de diverses problématiques relatives à la communication entre corps finis et vivants, au rôle structurant des lieux comme la tombe, l’au-delà ou dar al barzagh (équivalent – avec nuance – du purgatoire chrétien), et aux stratégies utilisées pour produire du sens dans un monde qui se veut intemporel, sans sens et sans espace, celui de la mort. Quel corps la tombe postule-t-elle ? Comment le récit du tombeau, avec ses catégories finies, joue-t-il avec un corps nié, mais en même temps indispensable ? On s’intéressera particulièrement à la question de la spatialité de la tombe, de la caractérisation du mort, de la nature des mondes possibles de la tombe, ainsi qu’à d’autres questions relatives au pacte communicatif qui s’établit entre le corps du mort et ceux des vivants.

This article approaches sensory modalities as semiotically active factors and organizing principles in meaning-making. The focus will be on the special case where modalities mismatch in film – i.e., the soundtrack and visuals present contradictory meanings. The conflict can be characterized by the concept of synthesis that emerges in theories of Eisenstein, Barthes, Jakobson, Lotman, and cognitivists. The artistic functions of such synthesis will be discussed with the help of examples from selected feature films. In the first place, conflicting modalities are inspected in the light of Juri Lotmanʼs theory of two incompatible, but still complementary languages that make up a mechanism for generating new information. In addition, the prospects of evaluating modality conflicts will be touched upon, dismissing synchrony and redundancy as the scale parameters, but acknowledging Lotmanʼs model of space as a primary modeling system that is capable of representing semantic conflicts.

This article presents a fresh perspective on the interplay among visual, verbal, and auditory modalities, positing that these modalities, as semogenic resources, compete to express dynamic meanings. The theoretical paradigm emphasizes that whether a modality or an element within a modality gets or loses semantic status, it will elicit an additional layer of social meaning to depict a comprehensive picture of a story together with an explicit semiotic meaning. The article adopts a qualitative method to analyze the data, which are drawn from  The Good Wife and My Roommate is a Gumiho and annotated in ELAN 6.3. It was found that modal competition can shed light on the dynamic meaning-making processes in semiotic and societal orientations. Modal competition may distort space and time of different stories, and reconstruct a different discursive spatio-temporal dimension in the TV world. It can diversify the dynamic orientations from New to Given in visual, verbal, and auditory texts of multimodal discourses to tell stories. Modal competition provides a lens to understand the multidimensional reality and to appreciate the aesthetics of a modern TV series.

Taking the manuscript On the Dual Essence of Language as a starting point, the article follows the scholarly tradition of reexamining the position of Ferdinand de Saussure’s linguistics regarding twentieth-century semiotics and structuralism. After half a century of research on Saussure’s manuscript legacy, the manuscript discovered in 1996 and published for the first time in 2002 develops aspects of Saussure’s linguistic thought that cannot be inferred on the basis of previously known texts. One of these aspects concerns the crucial question of the nature of the linguistic sign and the process of signification, as well as the role of linguistic science in understanding such problems. The current text aims at reconstructing Saussure’s ideas on these points through an analysis of the notion of final quaternion , claiming that this notion presents an alternative concept of the linguistic sign and signification process that hasn’t been explored so far. It involves a five-sided relationship of non-pregiven elements in one signifying complex that is neither signifier, nor signified, and in the end, brings to the fore the material dimension of verbal language.

Employing manifold symbolic, iconic, and indexical signs – whether linguistic or extralinguistic – along with their polysemic and multimodular features, edusemiotics is an integrative and interdisciplinary conceptual framework that surmounts learning processes where learners find significance and meaning under the assumed responsibility of English language teachers for the provision of such a participative environment. Allowing for the salience of intonation despite its intricate nature, thus its inevitable underrepresentation in course books and teaching practices, this article intends to propose a novel means of intonation instruction as well as its components (i.e., stress, pitch, and juncture) for English language teacher education (henceforth ELTE) contexts within the edusemiotic framework. Promoting the importance of edusemiotic teaching of intonation, this article further aims to add to our understanding of how signs and sign systems can be benefitted in ELTE settings and their potential exploitation across various other disciplines. It concludes with suggestions for future research on more practical aspects of edusemiotic tools and learner and teacher attitudes toward integrating them within the teaching program.

As an intercultural modern art form, web-based ink and wash cartoons are significant tools to communicate cultural identities in the Chinese context because of their entertaining form, thought-provoking content, and profound cultural connotation. Against this background, the present study investigates the multimodal appraisal systems of 96 web-based ink and wash cartoons, focusing on attitudinal meanings and explicating how the attitudinal resources contribute to the communication of Chinese cultural identities. The analysis of 96 web-based ink and wash cartoons shows that the cultural identities of the Chinese dream, Confucianism, collectivism, and optimism are communicated through the interplay between visual and verbal semiotic resources. The analytical results reveal a series of generic features of the web-based ink and wash cartoons that contribute to the promotion of cultural identities, including the popular theme, minimalist style, positive attitude prosody, and the use of culture-specific metaphor and ideation. These features underpin the strategies for promoting Chinese cultural identities and the shift in national branding policy. The study hopes to provide clues for government, social institutions, and individuals to promote cultural identities effectively through social media.

Recent literature has revealed the upsurge of populism in political and media discourses across the world. However, few studies have acknowledged the importance of cultivating critical language awareness among citizens in democracies. Drawing on Halliday’s Systemic Functional Linguistics and Fairclough’s Critical Discourse, this study critically analyzes Trump’s populist meaning-making choices in his inaugural address through both genre and register analysis to raise the urgency of cultivating citizens’ critical language awareness through language education. To better illustrate Trump’s genre moves and rhetorical strategies, this study sometimes analyzes Trump’s inaugural address in comparison with other presidents’ inaugural addresses. The findings indicate that Trump employs a combination of populist rhetorical style, which includes anti-establishment, anti-elitism rhetoric; collectivist rhetoric; pro-nationalist sentiments; and linguistic choices of simplicity and repetition to appeal to both supporters and opponents in an attempt to build solidarity. The implications of this study center on raising educators’ and social scientists’ awareness of the urgency to cultivate critical language awareness among citizens through language education. Equipped with critical language awareness, citizens can understand how politicians use linguistic resources to engage, persuade, and manipulate their audiences to achieve their political goals, and thereby can make informed choices about political leaders in the future.