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جستارهای زبانی، جلد ۱۵، شماره ۵، صفحات ۲۸۳-۳۱۱
عنوان فارسی Mapping the Semiotic Landscape in Education: Language, Multimodality, and Educational Transformation
چکیده فارسی مقاله This bibliometric analysis explores the integration of semiotics within educational contexts, highlighting a transformative shift towards multifaceted understandings of knowledge construction through language, multimodality, and educational transformation. Drawing on 1823 publications from the Web of Science database, this study employs both co-citation and co-word analysis to reveal prevalent themes and keywords in the field of semiotics in education. The co-citation analysis highlights the evolution of semiotic theories and their application in educational practices, from foundational concepts introduced by pioneers such as Saussure and Peirce to modern interpretations that consider the impact of digital technologies on semiotic resources. Co-word analysis, on the other hand, uncovers key research topics such as multimodality, multiliteracies, and the role of technology in mediating semiotic learning processes. This investigation is novel in its comprehensive approach to mapping the semiotic landscape in education through bibliometric methods, offering insights into how semiotic theories shape educational practices and outcomes, especially in language teaching and learning. By synthesizing findings from diverse research clusters, this study emphasizes the importance of adopting a multidisciplinary approach to understand the dynamic interaction between semiotics, technology, and learning. It contributes to advancing educational research by highlighting the transformative potential of semiotics in crafting more engaging, inclusive, and effective learning environments in the digital era.
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عنوان انگلیسی Mapping the Semiotic Landscape in Education: Language, Multimodality, and Educational Transformation
چکیده انگلیسی مقاله This bibliometric analysis explores the integration of semiotics within educational contexts, highlighting a transformative shift towards multifaceted understandings of knowledge construction through language, multimodality, and educational transformation. Drawing on 1823 publications from the Web of Science database, this study employs both co-citation and co-word analysis to reveal prevalent themes and keywords in the field of semiotics in education. The co-citation analysis highlights the evolution of semiotic theories and their application in educational practices, from foundational concepts introduced by pioneers such as Saussure and Peirce to modern interpretations that consider the impact of digital technologies on semiotic resources. Co-word analysis, on the other hand, uncovers key research topics such as multimodality, multiliteracies, and the role of technology in mediating semiotic learning processes. This investigation is novel in its comprehensive approach to mapping the semiotic landscape in education through bibliometric methods, offering insights into how semiotic theories shape educational practices and outcomes, especially in language teaching and learning. By synthesizing findings from diverse research clusters, this study emphasizes the importance of adopting a multidisciplinary approach to understand the dynamic interaction between semiotics, technology, and learning. It contributes to advancing educational research by highlighting the transformative potential of semiotics in crafting more engaging, inclusive, and effective learning environments in the digital era.
کلیدواژه‌های انگلیسی مقاله semiotics,Education,Language,Saussure,Peirce,multimodality,educational transformation,Bibliometric analysis,Web of Science
نویسندگان مقاله | Rong Zou
Academy of Arts and Philosophy, Shinawatra University, Thailand


| Thawascha Dechsubha
Academy of Arts and Philosophy, Shinawatra University, Thailand


| Yongxiang Wang
School of Foreign Languages and Cultures, Nanjing Normal University, China
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-82094-2&slc_lang=en&sid=14
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