Abstract

FLORES-SOLANO, Carol. Logico-semantic relations between written text and images in the seventh-grade Spanish language textbook, Dominios de Español. Comunicación [online]. 2021, vol.30, n.2, pp.70-93. ISSN 1659-3820.  http://dx.doi.org/10.18845/tm.v33i1.5018.

This research aimed to analyze the logico-semantic relations between image and text in a corpus extracted from the seventhgrade textbook Dominios de Español, by the Costa Rican publisher Eduvisión. The analysis resorts to the categories proposed by Martinec and Salway (2005) and Unsworth (2006), and to the multilevel methodology of the Multimodal Genres Analysis Model (Castro, Conejo y Molina, 2021). A first group of text-image associations was identified, linked to segments of the generic structure of the textbook, which serve an organizational function. A second group was found within the didactic units and mainly performs connecting functions. In this last scenario, the most productive logico-semantic relations were exemplifications, verbal projections, and additions.

Keywords : Logico-semantic relations; textbook analysis; multimodality; text and images; secondary school; social semiotics.

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