A Multimodal Analysis of Mathematical Discourse in English for Young Learners

Bibliographic Data

ID23038650
AuthorsTon Nu My Nhat (0000-0002-5794-8391, Quy Nhon University, corresponding author)
Year2017
Volume33
Issue6
Publication date2017-12-01
Open AccessYes
TypeARTICLE
VenueVNU Journal of Foreign Studies (JOURNAL)
Journal identifiersISSN: 2525-2445 • E-ISSN: 2525-2445
PublisherVietnam National University of Languages and International Studies (PUBLISHER)
DOI10.25073/2525-2445/vnufs.4211
OpenAlexW2776937022
LanguageEN
Citations received1
References cited5

Of multiple discourses where the Vietnamese young learners are increasingly engaged to develop their English profciency, English mathematical discourse (MD) has proved to be more and more popular. This paper explores the materials in this realm from multisemiotic perspective. In particular, it deals with two questions: (1) to what extent each of the three semiotic resources - language, visual images and mathematical symbolism - is represented in the materials of learning mathematics in English (ME) developed for young learners (YL) and (2) how many words the YLs need to know to comprehend the language component of these materials. Data for illustrations and discussions are withdrawn from the printed resources currently accessible in the Vietnamese context. The results offer insights into the functions of other resources in constructing meanings apart from the well-established role of language as well as the vocabulary load of these materials. The paper concludes with a discussion of pedagogical signifcance of this study for material designers, teachers and learners and implications for further research.

Component (thermodynamics) · Context (archaeology) · Linguistics · Mathematics education · Perspective (graphical) · Realm · Semiotics · Vietnamese · Vocabulary · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · History · Psychology

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