Text and image: intersemiotic complementarity in learner's dictionaries
DOI:
https://doi.org/10.5007/1984-8412.2020.70887Abstract
The text of school dictionaries uses illustrations to complement the definitions. Our objective with this paper is to investigate and describe the types of intersemiotic semantic relationships existing between text and image in the illustrated entries of type 2 school dictionaries. We adopted the model proposed by Royce (1998) for the study of intersemiotic relations between text and image. We designed a qualitative and quantitative research in which we verified the occurrence or not of intersemiotic complementarity between the text of the entry and the illustration through the following semantic relations: repetition, synonym, meronymy, hyponymia, antonymia and collocation. The results of this study show that intersemiotic complementarity occurs in almost 90% of the illustrated entries, highlighting the semantic relationship of synonymy.The text of school dictionaries uses illustrations to complement the definitions. Our objective with this paper is to investigate and describe the types of intersemiotic semantic relationships existing between text and image in the illustrated entries of type 2 school dictionaries. We adopted the model proposed by Royce (1998) for the study of intersemiotic relations between text and image. We designed a qualitative and quantitative research in which we verified the occurrence or not of intersemiotic complementarity between the text of the entry and the illustration through the following semantic relations: repetition, synonym, meronymy, hyponymia, antonymia and collocation. The results of this study show that intersemiotic complementarity occurs in almost 90% of the illustrated entries, highlighting the semantic relationship of synonymy.
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