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Visual and verbal texts and language teaching.

Clayton, Malcolm William.; (1995) Visual and verbal texts and language teaching. Doctoral thesis , Institute of Education, University of London.

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Abstract

With reference to language teaching, this research examines current trends in the combination of pictures and print. Assuming that when combined in texts, these utilize differential disclosures of visual and verbal feature, the research establishes some important provisos. Foremost among these is the stipulation that words and pictures do not communicate with each other in the same way. Thus although, on paper, they may be comprehensibly united, in their disclosure of features they remain mutually exterior and coded apart. Generalising from this, the study surveys other sources of exteriority in ELT. To investigate these, it is necessary to mediate across features which, though brought into contact, remain heterogeneously regulated and coded apart. Similarly, the researching of visual and verbal texts becomes a form of crosscultural arbitration. It therefore needs to account for (and bring into agreement) features extraordinarily combined. Since, by definition, these do not ordinarily communicate with each other in the same way, it is argued that they ought to be central to any field driven by considerations of foreignness. Because, for reasons of exteriority, the operandi of both linguistics and art history appear problematic, the research instead opts for an intervening modus vivendi. Thus Deleuze and Guattari's (1987) research metaphor of the 'nomad' is taken as germane. Since this provides some inkling of a conceptual middle ground, it serves as a general guide to observation and is pursued to a point where visual and verbal texts can be more equitably described. The description makes it possible to observe effective but hitherto unnoticed uses of space. Turning on points of framing, spatial positioning, multilinear connection and - beyond whatever is visible - lines of correspondence with language, these reveal that visual and verbal texts do indeed follow multiple but orderly lines of combination. Having described the principles behind these multilinear visual and verbal combinations, it becomes possible to re-appraise their role in language teaching. Again, therefore, the research concludes that since they seek to interrelate multiple but ordinarily noncommunicating parts, 'nomadic' orientations in general - and visual and verbal texts in particular - ought to be at the very heart of language teaching.

Type: Thesis (Doctoral)
Title: Visual and verbal texts and language teaching.
Language: English
Additional information: Due to the large amount of third party copyrighted material in this thesis, it has not been made publically available online.
Keywords: English studies,Language studies,Visual learning,Visual perception,Cognitive style,Verbal learning,Psycholinguistics
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10021562
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