2. Articole

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Author: search.filters.author.Guțu, IonStart date: 2024

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    Multimodal discourse analysis in teaching specialized languages: tools for unpacking political manipulation [Articol]
    (CEP USM, 2025) Guțu, Ion
    This article explores the application of multimodal discourse analysis (MDA) in teaching specialized languages, particularly focusing on uncovering political manipulation strategies. Drawing from foundational works, including those by Chilton, Fairclough, Kress, and van Leeuwen, the study integrates insights from critical discourse analysis and systemic functional perspectives. By examining political texts such as speeches and advertisements, the study identifies how metaphors, visual rhetoric, and rhetorical devices are used to shape public perception and legitimize political agendas. The findings highlight the importance of multimodal resources in constructing persuasive political messages and the role of discourse in maintaining power structures. Practical implications for education are discussed, emphasizing the need for incorporating MDA into curricula to foster critical literacy and media literacy skills. The study provides a comprehensive framework for analyzing multimodal political discourse, aiming to empower learners to critically engage with political communication.
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    MONITORIZAREA CURRICULUMULUI ȘCOLAR LA DISCIPLINA LIMBA STRĂINĂ: CONCEPT, PARTICULARITĂȚI ȘI EXPERIENȚE
    (Editura USM, 2024) Guțu, Ion
    The national education system, since 1996, has as its basis its educational policies, along with the Education Code, an entire curricular system that regulates all the compartments intended for the pupils (conceptual framework, content components, teaching-learning-evaluation methodologies, guides implementation of curricula, etc.). Since the Curriculum is not a dogma, but a document in perpetual revision and modernization, it is necessary that the Curriculum in foreign languages of the latest generation (2018/2019) knows the continuous monitoring and development of all its compartments (concept, particularities, experiences) and at all cycles (primary and secondary) with the recommendation of a Methodological Framework to the ministry in order to prepare the next curricular generation. What are the challenges, what theories and methodologies can ensure the cyclical and continuous process of this curricular monitoring and development?
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    IMPLICATURE AND INDIRECT COMMUNICATION IN CONTEMPORARY POLITICAL MESSAGING
    (Editura USM, 2024) Guțu, Ion
    This article delves into the dynamics of political communication, specifically scrutinizing the utilization of implicature and indirect communication by politicians as strategic instruments to influence public perception and shape policy trajectories. It examines how politicians adeptly employ linguistic tools to convey layered messages, navigating the complexities of public discourse while circumventing direct accountability. Drawing upon the theoretical frameworks established by H.P. Grice and J.L. Austin, this study illuminates the multifaceted nature of language manipulation in political discourse, highlighting its ramifications for democratic participation and civic discourse. It emphasizes the imperative nature of fostering critical media literacy among citizens to decipher the intricacies inherent in indirect communication, thereby elucidating the fluid interplay between language mechanisms and political landscapes in contemporary society.
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    LA DIMENSION HIÉRARCHIQUE DE L’ORGANISATION DU LEXIQUE DES LANGUES : ENJEUX INTERDISCIPLINAIRES
    (Editura USM, 2024) Guțu, Ion; Guțu, Silvia
    The article aims to review the issue of semantic relations between linguistic units and to examine the specific hierarchical dimension of the organization of the lexicon through hyponymyhypernymy. This review attempts to transfer hierarchical order and inclusion relationships between units to verifying the relationship between psychological terms or concepts, to classifying signs in semiotics, or to teaching general terms (hyperonyms) and specific terms (hyponyms) in the context of vocabulary acquisition in teaching.