48 N G 6 N N G f & Bin S 6 N G Sl9(239)-2015 j
M O T S 6 K H U Y N H HlTdNG NGHIEN CUtJ TINH THAI DA THU'C HlfN NAY
C U R R E N T T R E N D S I N STUDYING MULTIMODALITY NGUVfiN T I A N PHtiNG
(ThS; Tnrdng D«i hgc Quy Nhon)
Abstract: Due to tiie fact that images are oveiwhehning in current written texts, language is m longer the only mode of discourse. Tlie grammar of visual design developed by G. Kress and T. van Leewen in 1996 has shed lights on MultimodaUty or Multimodal Discouse Analisis and paved tie ways fiir potential research on this field of study. Hie article summarises the three differoit kinds of meaning-making resources simultaneously entailed in all images wfaich are proposed by G. Kress and T. van Leewea It tiien provides an overview of recent trends in lesefflcbing Multimoda%, thoeby raising some suggestions for renovation of textbook design and language teaching in Vietiiam.
Key words: Multimodalify; Multimodal discourse analisis; visual design; visual semiotics
Trong khudn khi bii vilt niy, diiing tdi giii tiii^ nhttng nit kbit quit nbit v l 11 tiiuylt ngtt phip v l tiuet k l bye quan do G. Kress v i T. van Leewen xiy dyng (1996/2006), sau dd tdm luge cic khuynh hudng n ^ & i ciiu TIDT 1*1 Wai hi$n nay, tik dd dua ra ni$t s l nhin xdt ban dib bong v i ^ ^ dyng nhttng nghidn ciiu TIDT v ^ L . ^ v a n d e
N ^ d n vita tlnh tfaii da thiic (Multimodalily) hay phin tich diin ngdn da thiic (Multimodal discourse analisis) l i mdt nginh cdn lit mdi md d Vidt Nam Trong kM bdn till gidi, nginh niy dS ra ddi v i ph^t.triln tuong dli m ^ md bong khoing 20 nim-qiia tii d Vi$t Nam, nd mdi hlnh thinh trong khoing vii nim bd l?i d%. Theo C. Jewitt (2009) v i G. Kress, (2009) (din bong J. Bezemer, 2012) till tinh tiiii da thiic (ITDT) l i nginh nghien c i u hdn nginh nhim myc didi tim hilu n^ita bilu tnmg v i ngUa giao tilp tii nhttng kilu tin h i ^ giao t i ^ khic di ktei ngdn ngtt. TTBT cung d p cic khii nidm, phuong p h ^ v i md hlnh nim thu tii§p v i phin tich cic ylu t l tuong tic v i mdi trudng ve Unh inh, im tiianh, khSng gian v i cidi bilu b i ^ ding nhu mli quan i4 gitta cic ylu t l niy.
Trong x i hdi cdng n ^ tiidng tin biing n l tianh inh nhu h i ^ nay, vai bd b l trg kiln t^o nghia vin bin cua hlnh inh dang din d u ^ k^ng djnh, vl viy, dl hilu trgn nghia vin bin d n diu tim din sy phin tich diin ngdn da fliiic tiiay vi chi t ^ bung vio phin tidi di&i ngSn vdi sy tip trung don tiiuin ^ ^ y&i t l ngdn ngtt nhu tiudc diy (M. Domingo, C. Jewitt v i G. Kress, 2014, L. Unswortii, 2014, C. Yumin, 2015).
bii cinh phit biln vin hda, x i h^i, khoa hgc vi cdng ngh$ tiiSng tin hi|n nay d Vi^t Nam
2. Lf thnylt ngtt phip v l thilt kl tiTfc quan
G. Kress v i T. van Leeuwen (1996/2006) IB phit tiiin 11 tiswlt ngtt phip v l tiiilt kl tiv«>
quan dya bdn nin U tiiuylt sidu chiic ning cia ngdn ngtt hgc chAc ning h$ tiling ciia M A X Hallid^. Ibeo hai dng, cd ba lo^ nguIn t ^ nghli ciing m$t liic dugc till h i ^ bong tit ci cic hlnh inh l i nghla bilu trung, n g ^ Udn nhin (hayn^i!abiangtic)vin#iiablcyc.
Zl. Nghla biiu trung
Tiy tiieo cidi blnh inh xiy dyng ndn s\r bilu trung dia hidn tiiyc m i ta cd till x ^ vio l o ^ "hrdng tiiu$t" (nanative) hoic "khii n i ^ "
(conceptiial). M$t hlnh inh iat/c xem l i "tiidng fliuit" khi nd cd till md t i tiiam till (li ngudi ho$c khdng jitild l i ngudi) tham gia v i o cic sy
i6 9 (239)-2015 N G 6 N N G C & Ddi S 6 N G 49
d$n nhu bSnh d$ng bo$c phdn ikig, ngdn ibo^
K)§c tinh thliL Mpt hinh finh din?c xem lA'"kha l i ^ " khi n6 mo ^ s^ I^Sn logi quan h$ d u t i ^ /A tSng thS ho$c quan b^ bieu tupng.
IXN^ddli&inhdnhiQfngldiHuang^
Nghik li€n nhSn hay ngjbiia tucmg tdc bao
> ^ ba I M i d i ^ chinh 14 si^ gjao t i ^ , Idiodng
;dch xS hpi vd tiidi d$ l i ^ nhSa
- StiC giao tiip (contact) Id kilu t i ^ xuc giOa [igu6i xem vd tiiam thi jbigvc b i ^ tnmg trong (Ml dnh. S\i giao tilp c6 ihl Id ngu6i xem tuong tdc tr\rc tilp v6i tiiam dil ho$c ngu6i xem quan sdt tham &I. N l u dnh mdt cua mpt ho$c n h i ^ tham thl dupc bilu trung hu6ng ve phia ngu6i xon thl luc d6 sS dien ra s^ tuong tdc ^ 6 i ^ nhu tuoi^ tdc l i ^ nhdn, nhung neu dnh mdt cua tham thl dupc bilu trung khdng hu6ng vdo rigu6i x o n thl ngu6i xem dil d o n & u ^ Id ngu6i quan sdt fliam thl dupc bieu trung trong Mnh dnh.
~ Khodng cdch xd hdi (socicd distance) Id bilu hi$n khodng cdch xd hpi ^Oa tham thl vd ngu6i xem. M l i quan h$ c6 till Id tiian m^ blnh thudng hay xa cdch dupc thl h i ^ qua v i ^ hlnh dnh dupc d i w 6 q ; li g ^ cvr li trung bhih hay cvrlixa.
- Jhdi dd liSii nhdn Cinterpersoncd attitude) dupc xdy dyng t r ^ n i n tdng cua g6c d$ tiieo chilu tiidng diing vd g6c dO tiieo chilu ngang.
Trong khi gdc dp theo chilu tiidng ducng Id g6c d$ mA hlnh dnh dupc nMn tir t ^ mdt cilia ngu6i xon bao g6m t ^ cao, t ^ trung vd tiim t h ^ tid g6c dO tiieo diieu i^ang Id g6c dO mAtiiam tiie dupc d$t 6 g6c khuS trong Wnh hay ngay tni6c m$t, song scmg vdi ngubi x^n. Gdc dp theo chi& tiidng dung ciia Unh dnh till h i ^ quyin l\ic tuong doi dm v6i khdn gii ho$c tiiam till dupc \mx trung. G6c nhln tib^ xu6ng the hi^n tham thl dang nhln xuAng ngu£ri xem vd do dd tham till dugc x o n nhu Id cd nhilu q u y ^ l\ic hon ngudi xem. Ngupc l^i, vdi gdc nhln tur tren cao, ngudi xem dudng nhu dupc d$t d v) trf nhln xulaig tiiam t h l vd do dd, ngudi xem cd v£ nhir cd nhieu q i Q ^ l\ic hon tham till. Gdc d$ theo chilu ngang cOa Unh dnh ngay trudc m$t vd
song song vdi ngudi xem cd n g t ^ Id. ngudi xem I r ^ di$n vdi tham the, till hi$n hi$u tjcng ph6i dinh muon toi da. hda svr gia n h ^ ciia ngubi xem <^i vdi the gidi cCia tham till. Tvsy nhien, Idii Ifaam till <bipc d$t d gdc Mui^ tid ngudi xem khdng cd liSn quan h o ^ khdng tham gia nhilu vdo trong till gjdi ciia tham till.
2.3. Nghid bdc^
Ngh& b l c ^ li€n quan d ^ cdc gii tri thdng tin ciia cdc ylu t6 k h ^ trong hlnh dnh nhu c ^ tnic khung, dudng viln xung quanh, mdu sdc, kfdi thudc d l lam noi b ^ hlnh dnh \k tdc (!^ng cOa vi$c s ^ d$t cdc ylu t6 trong Unh dnh ve p h b trdi hay phdi ho$c tren hay diK!ri trong khung Unh. Cd thl x o n cdc ^ Ctilm b6 c\ic ndy nhu Id nhOng cdng c\i nhdm s ^ xip cdc n^ilia bieu trung vd ngjua tuong tdc thdnh mpt khii thong nhat sao cho nd c6 y nghia nhu mpt t6ng tiie hodn chinh. Chdng h ^ nhu v i ^ sur dyng cdc dudng vien that r5 t^o n8n c ^ true khung "mgnh" 1dm cho cdc yeu to ndm ngodi khung bi chia cdt UQ'ft d6i vdi nhau trong kM
" c ^ trdc Idiung ylu" hdm ^ cd sy gdn kit toi dsi gifia cdc ylu t6 tiiilt k l vd cd sy; li€n kit ldn hon rat nMeu ^Qa hlnh dnh vd ngdn tfr.
Unswoitii (2001) cho rdng ba nguIn tgo ngUa cho hlnh dnh bao gIm ngMa bieu trung, n g ^ tuong tdc vd i^ihia b l eye do G. Kress vd T. van Leeuwen (1996/2006) phdt triln hodn todn tuong dng vdi ba ngu^n tgo ngUa cita ng&i ngQ Id n^i& -y ni$m, ngMa l i ^ nhdn vd ngtifa vdn bdn do M A K . Halliday xdy dyng. iE)ong thdi dng Ididng (Qnh vi$c n ^ e n ciiu TTDT vd ling dyng ciia nd trong phdn tich diin ngdn da thiic ngdy cdng ddng vai tid quan trpng trong v i ^ gjdng dgy vd trau doi khd ndng phdn tich vd hieu vdn bdn da tiidc (Unswortii, 2001;
Unswortii, "IhuNgo, 2014).
3. M$t s6 khuynh hirdng nghiln cuu tlnh thdi da tfanc h i ^ nay
N g M ^ cijru thih thdi da tiidc ( T I B I ^ hay ididn tidi dial ngdn da tiiuc (PTDNDT) tiiudng t%> trung vdo hai khiQnh hudng chhih. Kht^mh hudng thii nhit Id ngM6n cuu t6ng quan vd khi^oih hudng tiiii hai la ngMen d i u ling dyng.
50 NG6N NGC & Bdi S6NG Sl9(239)-20IS
3.1. N ^ d n diu TIBT bong khoing hai thin ki qua chu ylu & tiieo khuynh hudng tiiii nhat, bic li nghidn ciiu ting quan. M$t sl n^dn diu ciia khuynh hudng niy mi chdng tdi cd dilu k i ^ ti^ cin (hgc bao gIm (1) phin tidi hlnh inh trong cic vin ban khoa hgc (JX.
Lemke, 1998), bong toin hgc (K.L.O'Halloran, 2004; TJ^MNhgt, 2013X bong cic bai kilm ba mdn dgc tiong chucmg binh giing d?iy Tilng Anh d lie (L Unsvrortil, 2014); (2) phin tidi hlnh inh trong cic bii xi hign ^ng trdn t ^ chi Economist (J. Yang, 2014); (3) phin tich hlnh inh bong truydn tianh tiiilu nhi (J.M. Guijano, MJP. Sanz, 2008); (4) phin tich, so sinh hlnh inh dugc thl hidn trong truydn tranh thilu nhi vi phim bo^t hlnh du^K; phdng theo truygn tranh dd (L. Unswoitii, 2013,2015); (5) phin tich Wnh inh online tidn cic trang web cic nhin (M.
Domingo, C. Jewitt, G. Kiess, 2014); (6) so sinh, phin tich blnh inh trong sich giio khoa d^y tilng Anh (L. Unswortii vi Thu Ngo, 2014;
C. Yuming, 2015); (7) nghidn ciiu thyc nghi^
phin tich vai trd cda hlnh inh tiong ldp hgc (D.
Shin and T. CSmasko, 2008; L. Unswoitii vi E Chan, 2008, 2009; M. Walsh, 2010); (8) phin tich vai tid ciia video vi trd choi trong vigc giing d^y hgc sinh tilu hgc vi phi tiidng (G.
Merchant, 2005; J. P. Gee, 2007). (Cic tii lidu niy dugc din bong TNMMiit, 2013; R.S.K.
Dzeko, 2013; L. Unswortii vi Thu Ngo, 2014 vi K.Conieroetal.,2015).
Myc dlch nhiing nghidn ciiu niy li lim sing td, qua dd Cling d , bo sung CO sd U tiiuylt mi G.
Kress vi T. van Leeuwen (1996/2006) phit trial. Vi nhfing nghidn aiu niy phin tidi hinh inh tiiih vi ci hlnh inh dgng tii itiiilu nguIn vi till lo^ vin bin khic nhau vi dugc tiln hinh d cic quoc gia khic nhau tCr chiu Au din chiu tic, chiu My vi chiu A ndn nhln chung chung di cd nhilu ddng gdp tich eye bong vi$c x ^ dyng nin ting CO sd li lu|n tuong doi vOng chic cho vi^
phit trial n^nh nghidn ciiu TIDT hay PTDNDT bong biong lai.
5.2 Khuynh hudng tiiii hai, nghidn ciiu ilng dyng, td ra khi mdi md so vdi khiQiih hudng
tinjr nhk TiQ^ viy budc diu ding di xultU^i nhiing nghidn ciiu cdng phu nhu (1) t^o n nhiing p ^ mem phyc vy giing d^y nhu Read Create Share (K. Coidero et al., 2015) (2) !i%
dyng nhfing bo^ ddng, nhfhig trd choi tinh tW da thiic phyc vy giing d^y vdi sy trg giiqi oia cdng ngh? tiidng tin (R.S.K. Dzeko, 2013) (3) tiiilt kl sich dign ttr dio bd em (M. T. De Joi«
vi A. G. Bus, 2003; O. Korat, 2010; Carta kids. (2013); A. Weedon et al., 2014) (Cic til h?u niy dugc din bong R.S.K. Dzeko, 2013 vi K.Cordaoetal.,2015).
Nhitng nghidn ciiu theo khuynh hudng thii hai dugc tiln hinh vdi myc dich chung li t90 III nhttng sin tdiam cy thl diy smh d$ng vi U^
d$i gdp pban phyc vy cho cdng tic in In, xuat bin vi liyc vy giing d^y. Tuy nhidn, cic cong trlnh n ^ ^ curu theo hudng niy cdn khi khi^
ton ndn rit cin thdm nhilu nghidn ciiu thyc IIID hon nfia dl cd thl t^o ra cudc cich nqng bong vi^ ling dyng cdng nghj tiidng tin vi Unh Wi vio cdng tic giing d ^ vi bien s o ^ giio tdnh trong thdi d^i khoa hgc cdng ngh$ hign nay.
4. M$t s6 iib$n xit ban ^ u
Nhin tinic duijic mli tucmg quan gifia hlih inh vi ngdn ngtt tixmg v i ^ kiln t^o ngbia ck vin bin da thdc, cic nude phuong Tiy di quan tim din vide rdn luy^ k! ning dgc hinh U (visual literacy, multimodal literacy) trong oil!
vin bin da thiic cho hgc smh ngay td dp hgc diu tidn (L. Unswortii, 2014, J. A. Batanan, 2014). Khung chuong trinh quIc gia ciia & dl xic djnh Id myc tien hing dau li chii tigng db' vigc phit tri&i khi ning dgc \ ^ bin da tjiite d»
hgc sinh: "Myc tidu ciia chuong blnh quIc ^ nhim bio dim hgc sinh cd till nghe, ^c, m ndi, vilt, M&i t?o vi phin inh cic vin bin nft in In, tryc quan vi dign tii cd d$ phdc t ^ kh&
nhau bong nhilu ngdn cinh khic nhau mit cU luu loit, chinh xic vi cd chii dich" (ACASi|
2012 dugc din bong L. Unswoitii vi Thu NgU 2014).
Tiiy nhien, trdn fliyc tl, tiieo L, Unsworth»
Thu Ngo P014), "nhilu giio vidn bong ngSA giing d^ tkag Anh nhu mdt ngdn ngtt thii bi
S6 9 (239)-2015 NG6N NGQ* & B(n S6NG 51
w$c n^s^i ngft cho rdng chi ri€ng ngdn ti^ da ::d thl bilu trung mpt cdch dky du ^ nghia Supc thl hi$n vd truyen d^ troi^ cdc vdn t)dn tilng Anh (M. Cmry. 1999; G. Kress, 2000; G. Petrie. 2003)", vi till Wnh dnh, 'liAu nhu chi dupc dung nhu nhfhig phucmg d|n nhdm gdp phAn xiy dyng s\r hung thd vd d^ng Ivrc cho ngudi hpc ngdn ngfi, de gpi
^ ve ngdn cdnh, hay lam mpt dilm dl tham khdo ho$c gpi y trong ldp hpc ngdn ngtt (A.
Wright. 1989)" nfin khi budc sang till kl 21,
"dd din luc phdi 1dm xdo trOn quan ni$m d!l trd thdnh IS tiiudng thih n&y (G. Kress, 2000)". (dupc din trong L. Unsworth vd Thu Ngo, 2014).
D I Idm thay d6i cdc quan dilm vd thdi quen cua cdc nhk gido dye, theo quan diem cua tdi, can lim tdm mpt s6 v ^ de sau day trong vi$c &p dyng nhffaig nghien curu ve phan tich dien ngdn da thiic vdo qu& trinh bien soan sdch gido khoa vd gidng d^y:
- C ^ cd thgm nhffaig nghien ciiu ciia cdc hpc gid trong nude ve phdn tfch d i ^ ngdn da thiic doi vdi cdc v ^ bdn da thiic trong nMeu ngu6n In phSm M ^ nay d Vi$t Nam;
- C& cd tii&n nMlu n ^ £ n dhi tiiyc n g ^ ^ cua cdc nhd ngdn ngit vd cdc nhd su pham ve vai trd cda hlitii dnh, phim dnh, trd choi trong vi$c gidng day ngdn ngtt;
- Doi vdi TM. xuit bdn vd cdc nhd bien so^n sdch, c ^ cd s^c cin trpng hon nfhi trong v i ^ l\ia dipn hlnh dnh b6 tr? ngdn ngtt trong kM bien soan sdch gido khoa, gido tdnh, tdi l i ^ tham khdo, truy^ tranh tMeu nhi,...;
- Cdc nhd gido dye cin quan tdm din vi$c phdt triln vd trau d6i khd ndng dpc cdc vdn bdn da thiic ciia hpc sinh ngay td nhfbig c ^ hpcdIutiSn;
- £)li vdi dpi ngu gido vidn cin cd svr ndng cao nh|in t h ^ vl vai trd ciia cdc phuong t i ^ trvrc quan trong vi$c thilt kl bdi gidng d i ^ tur hay phdn tich bdi i ^ da Ihiic.
TAI LI^U THAM KHAO
1. Nhfit, T.N.M. ^ 0 1 3 ) , Diin ngdn todn nhu m0t Uiiloqi^tlnhi4u.T9pM'HgQaxi^s&4,20n.
2. R'rt^'Mnt JA. (2014), Taa and image: A critical in^oduction to the visualAierbal divide. New York:
Routledge.
3. B e z e m e r , J. (2012), What is multimodalityf http://mode.ioe.ac.uk
4. Domingo, M., Jewitt, C. vh Kress, G. (2014X Multimodal social semiotics: Writing in online contexts' in K. Pahl and Rowsel (eds.) The Routledge Handbook of Contenqxaaty Literary Studies.
London: Routledge.
5. Dzelm, R . S X (2013), Facilitating revision in tfte English as a second language (ESL) composition classroom thnmgh computer-based multlmodai composing activities: a case study of composing practices of ESL students. Graduation Hieses and
6. Kress. G. v& Van Leeuwen, T. (1996/2006X ReaiSng images: a grammar of visual design.
Routledge. London.
7. Kress. G. (2009), Multimodality: a social semiotic cgjproach lo contemporary communication, London: Routledge.
8. Painter C . Martin J.R. v i Unsworth, L. (2013), Reading visual narratives: image analisis of children's picture book. London, Equinox.
9. Unsworth, L. (2001), Teaching multiliteracies across the cutriculum. Buckingham, United Kingdom: Open University Press.
10. Unsworth, L. (2014), Multimodal reading comprehension: curriculum expectations and large- scale lUeraey testing practices pedagogies: An International Journal, 9,26-44.
11. Unsworth, L. vk Thu Ngo (2014), Vai trd cua hinh dnh trong sdch gido khoa dgy tiing Anh a Vi^t /^om. T^p chi Ngdn ngtt v& Dili sing, s6 1 (231).
12. Unswortii. L. (2015), PoM of view in picture books and animated film adeptations: iftforming critical multimodal comprehension and composition pedagogy. In Djonov and S. Zhao (Eds-X Critical 13.
Muhimoda] Studies of Popular Culture. London:
Routlegde.
Weedon, M. et al. (2014), Crossing media boundaries: adcptations and new media forms of the Imok. C<MivCTgence: The International Journal of Research into New Media Technologies, 1354856513515968.
14. Yumin, C. (2015), Multimodal construction of attitudinal meanings in pedagogic context:
Language-image complementarity and co- instaroiatitm. Annual Review of Functional Linguistics, 5 , 5 4 - 7 1 .
