Towards a Contrastive View on the Choice of Coding Orientation in Multimodal Textbooks

摘要

The link between linguistics, social semiotics, and pedagogy forms the nexus of this study, with the concept 'coding orientation' as the focal point. The central concern is to adapt and extend the linguistic concept 'modality' to multimodal discourse, exploring coding orientation in pedagogic setting. Specifically, this paper considers the 'interdependence' between modality and social relations from a contrastive perspective. It is found that what counts as real is socially defined and specific to a given communicative context. The way in which multimodal resources are deployed is conditioned by and constitutive of the solidarity between textbook editors and different groups of learners.