The aim of this work is to study the interaction of spoken words and images that are used within programs targeted to popularize knowledge among teenagers. We will look into the program Bit@bit developed by Television...The aim of this work is to study the interaction of spoken words and images that are used within programs targeted to popularize knowledge among teenagers. We will look into the program Bit@bit developed by Television de Catalunya, which is intended to disseminate computer concepts, tools and procedures. In this kind of program, one can find spoken language （on/off screen voices, interviews, etc.）, other oral material （sounds, music, songs）, written language （descriptions, title sequences, inserts and Uniform Resource Locator, or electronic addresses）, and other visual material （film cut images, advertising, other TV programs, cartoons, films, both location or studio images, depicting reality, or computer screens, or logotypes）. The profusion of multimodal elements used in this program helps to keep the young audience＇s attention. The use of references to their world or knowledge, as a target group, is based on interplay among different semiotic strategies. At the same time, the entire program＇s multi-segmentation into short video clips, combined with a fast paced sound track helps its audience to understand the specialized explanations presented. Of all the multimodal wealth that the program presents, we will concentrate only on the relationship between the words and the images （leaving other secondary semiotics to one side）, the main strategy for achieving the objective of transmitting knowledge and winning adolescent audiences.展开更多
文摘The aim of this work is to study the interaction of spoken words and images that are used within programs targeted to popularize knowledge among teenagers. We will look into the program Bit@bit developed by Television de Catalunya, which is intended to disseminate computer concepts, tools and procedures. In this kind of program, one can find spoken language （on/off screen voices, interviews, etc.）, other oral material （sounds, music, songs）, written language （descriptions, title sequences, inserts and Uniform Resource Locator, or electronic addresses）, and other visual material （film cut images, advertising, other TV programs, cartoons, films, both location or studio images, depicting reality, or computer screens, or logotypes）. The profusion of multimodal elements used in this program helps to keep the young audience＇s attention. The use of references to their world or knowledge, as a target group, is based on interplay among different semiotic strategies. At the same time, the entire program＇s multi-segmentation into short video clips, combined with a fast paced sound track helps its audience to understand the specialized explanations presented. Of all the multimodal wealth that the program presents, we will concentrate only on the relationship between the words and the images （leaving other secondary semiotics to one side）, the main strategy for achieving the objective of transmitting knowledge and winning adolescent audiences.
