Multimodality In Taiwan
Title
My research interest is in the broad area of multimodality. I am specifically interested to what extent the design of Taiwan’s English language school multimedia advertisement is reshaped by or is produced in the environment.
Literature Review
Background
The era of globalization is bound to redefine our existence, and the gradually increasing use of English and new technologies is an important push behind (Graddol, 2006). On the one hand, with the increasing interdependence of the political, economic, technological, and cultural exchanges globally, the number of people using English language and culture are increasing annually everywhere (Graddol, 2006). Especially in Asian countries, English plays an important role as a contact language.
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Some people further explain that because multimedia advertisements are seen to be more eco-friendly and more attractive, multimedia advertisements are more preferable than printed ones (Foreseeing Innovative New Digiservices, 2007; the Nielsen Company, 2008). In response to this, most companies start to use different platforms, such as websites, blogs, or TV advertisements, to promote their commodity (the Nielsen Company, 2008). Thus, there is a drastic increase in the use of more modes on different kinds of digital platforms to promote a commodity in Taiwan.
English Fever
With the advent of neoliberalism, the capitalist system has spread around the world, bringing free choice for individuals and further optimizing economic performance (Kotz, 2000). Under such circumstances, English is seen as the language that brings people into this capitalist system and equips them with global competitiveness as well as social and career success (Bourdieu, 1986; Kachru, 1992a & 1992b). It can be seen from the government’s language policy to the public’s
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To be more specific, multimodality is a perspective on the social world which recognizes the ranges of different modes people make meanings. Also, multimodality is a research method for the collection and analysis of digital data and environments within social research, so it demonstrates how resources are used differently in different contexts to produce different meanings, as well as how and when people use different movements and what that indicates. It has contributed to the construction of knowledge in a variety of learning resources such as textbooks, computer application, CD, DVD, games, and other digital multimedia materials (Bezemer & Kress, 2009; Jewitt, 2005). There are different ways of doing multimodality. One is to collect document and systematically categorize different modes of semiotic resources and explore how they make meaning (Kress & Van, 2006). The other is to look at them in different kinds of contexts and explore how these resources are used in specific context, how people talk about them, how they justify their use of them, and how they critique in order to understand how semiotic resources are used to articulate particular discourses across varieties of contexts (Jewitt & Bezemer, 2012). A number of researchers in this field have worked in the field of digital technologies from social scientists’ perspective, and combined
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