Exploring Multimodal Definition

a study on the integration of multimodal elements in printed and electronic dictionaries

Abstract

The lexicographic definition is a crucial part of the microstructure of a dictionary and has an important metalinguistic function in characterizing the meaning of each lexical unit. It relies primarily on verbal language and, as argued by Jackson (2002), the definition is a "self-effacing form of language" that uses language itself to describe the meaning of each lexeme. As technology evolves, new non-verbal language modalities such as photographs, videos, and audios are becoming important resources in structuring a dictionary to meet users' needs. The concept of "multimodal definition" refers, in turn, to the integration of verbal language with other forms of non-verbal language, both human and non-human, having the potential to show the meaning of the referent in question by using multiple semiotics. In educational contexts, the use of the multimodal approach can be useful in ensuring full understanding of the concepts being taught. In this study, we are concerned with highlighting the potential of illustrations for the current practice of producing printed dictionaries. We selected three school dictionaries from the Programa Nacional do Livro Didático (PNLD) of TYPE-2 and used the methodology proposed by Svensén (2009) to categorize the illustrations present in these repertoires. Our overall goal was to understand how illustrations can contribute to the meaning of the lexicographic text, and which types of them are more efficient in helping the understanding of each meaning of a lexical unit. We observed that the analyzed printed school dictionaries do not always use illustrations consistently, and although we have not conducted a detailed analysis of this problematic, we suggest that the digital context may be more appropriate to make the most of the available multimodal resources.