Vận dụng lí thuyết ngữ pháp hình ảnh của G. Kress và Theo van Leeuwen vào phân tích kênh hình trong diễn ngôn đa phương thức trong sách giáo khoa Tiếng Việt ở tiểu học

Tóm tắt

With the rapid development of technology, artificial intelligence, and social media, multimodal discourse has become increasingly prevalent and plays a significant role in communication, encompassing both written text and images. In the field of education, the 2018 Vietnamese Language Arts Curriculum has integrated this type of discourse from primary to upper secondary levels, allowing students to access multimodal texts rather than relying solely on traditional written forms. Discourse interpretation often draws on Halliday’s theory of Register for verbal modes and Visual Grammar for visual modes. However, in Vietnam, studies applying Visual Grammar remain limited. Therefore, this paper introduces the Visual Grammar theory developed by G. Kress and Theo van Leeuwen in Reading Images: The Grammar of Visual Design (1996), and applies it to analyse several multimodal discourses in primary school Vietnamese textbooks. The research findings provide valuable insights for educators and primary school teachers of Vietnamese, offering multidimensional perspectives and practical strategies to enhance the teaching effectiveness of multimodal texts.