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【书名】：Mismatch: Form-Function Incongruity and the Architecture of Grammar

【作者】：Elaine J. Francis, Laura A. Michaelis (eds.)

【年份】：2003年

【出版社】：CSLI Publications

【简介】：【团购】形义错配问题的考察

Linguistic mismatch phenomena involve semiotic functions that attach to forms in defiance of grammatical design features. Noun phrases, when used as predicates, provide one example: how do predicate nominals correspond to our theories of what nouns mean? How do such phenomena challenge traditional conceptions of grammar? How do competing theories of the syntax-semantics interface stand up when confronted with mismatch phenomena? Mismatch addresses these questions through the efforts of some of the most original thinkers in syntactic and semantic theory, exploring a wide variety of mismatch phenomena in a broad sampling of languages.

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【书名】：Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical "Art" of Making Meaning

【作者】：Marilyn J. Narey (eds.)

【出版社】：Springer

【年份】：2017年

【简介】：Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volumeprovides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing “sense” to 21st century early childhood education, with “sense” as related to modalities (sight, hearing), and “sense” in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making.

The volume’s explicit focus on children’s visual texts (“art”) facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children’s “sense-making” of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness.

This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning;” and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.

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