Images matter: A semiological content analysis of gender positioning in contemporary english-learning software applications
İki İngilizce öğrenimi yazılımındaki (Tell Me More ve English at Home) cinsiyet konumlandırmasının göstergebilimsel bir içerik çözümlemesi, görsel söylemde cinsiyeti adaletsiz bir şekilde yerleştiren göstergesel kaynakları incelemek için bu yaklaşımın kullanışlılığını göstermektedir. Geoffman’ın Gender Advertisements (1979) isimli kitabında tanımlanan boyutlar Kress ve van Leeuwen tarafından Reading Images (2006) isimli kitaplarında geliştirilen imge kategorilerine şu kaynakları biçimlendirmek için eşlendi: aktif katılım, bakış yönü, görsel teknikler, tarz ve vücut görüntüsü. Sonuçlar göstermektedir ki erkekler aktif, yetenekli, baskın ve güçlü olarak görünmektedirler. Kadınlar ise modern teknoloji temelli medyada bile tepkili, erkek bakışlarının hedefi, samimi, önemsiz ve güçsüz olarak görünmektedirler. Bu doğrultuda, bu çalışma Goffman’ın içerik çözümlemesinin çevrilebilirliğini ele almaktadır.
A semiological content analysis of gender positioning in two English-learning software programs (Tell Me More and English at Home) demonstrates the usefulness of this approach for investigating semiotic resources which situate gender unfairly in visual discourse. Dimensions identified in Goffman’s Gender Advertisements (1979) were mapped onto the image categories developed by Kress and van Leeuwen in Reading Images (2006) to form the following resources: active participant, gaze direction, visual techniques, modality, and body display. The results showed that males appeared as active, competent, dominant, and powerful. Females appeared as reactive, objects of the male gaze, intimate, subordinate, and powerless even in modern technology-based media. Accordingly, this study discusses the translatability of Goffman’s content analysis.
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- ISSN: 1307-4733
- Yayın Aralığı: Yıllık
- Başlangıç: 2007
- Yayıncı: -