信息技術(shù)的發(fā)展和多元文化的相互滲透使信息的傳達(dá)已轉(zhuǎn)變?yōu)槎嗄B(tài)協(xié)同參與意義建構(gòu)的過(guò)程,而僅僅從語(yǔ)言的角度進(jìn)行分析和研究是不夠的。多模態(tài)話語(yǔ)分析理論由此得到了眾多學(xué)者的廣泛關(guān)注。目前國(guó)內(nèi)在多模態(tài)話語(yǔ)分析與外語(yǔ)教學(xué)領(lǐng)域雖仍處于起步階段,但近幾年在理論和實(shí)踐上都得到了快速發(fā)展。隨著信息技術(shù)與課程的不斷融合,教師使用多模態(tài)教學(xué)模式的現(xiàn)象也越來(lái)越多。本研究選取第十二屆全國(guó)初中英語(yǔ)課堂教學(xué)觀摩課案例集為研究對(duì)象,使用教育觀察和文獻(xiàn)分析的方法,以視頻標(biāo)注軟件ELAN為研究工具,聚焦于多模態(tài)在初中英語(yǔ)課堂教學(xué)中的應(yīng)用。主要研究問(wèn)題有:1.觀察教師在觀摩課中使用到的模態(tài)。2.分析各個(gè)模態(tài)所起的作用。3.探討各模態(tài)之間關(guān)系的具體體現(xiàn)。首先,本文綜述了多模態(tài)話語(yǔ)分析國(guó)內(nèi)外研究現(xiàn)狀。其次,針對(duì)研究問(wèn)題進(jìn)行了研究設(shè)計(jì)及數(shù)據(jù)收集。最后,以多模態(tài)話語(yǔ)分析為理論基礎(chǔ)分析數(shù)據(jù)并總結(jié)對(duì)初中英語(yǔ)課堂教學(xué)及教師的啟示。研究發(fā)現(xiàn):1.在課堂教學(xué)中,教師們都能調(diào)用多種模態(tài)進(jìn)行教學(xué),如視覺(jué)模態(tài)、聽(tīng)覺(jué)模態(tài)、行為模態(tài)和環(huán)境模態(tài),盡可能的為學(xué)生們提供真實(shí)的語(yǔ)言環(huán)境。2.每種模態(tài)都發(fā)揮了應(yīng)有的作用。作為教學(xué)輔助手段的藝術(shù)字、錄音、視頻等都能...

【文章頁(yè)數(shù)】：63 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Layout of the Thesis
Chapter 2 Literature Review
    2.1 Previous Theoretical and Empirical Studies on MDAAbroad
    2.2 Previous Theoretical and Empirical Studies on MDA at Home
Chapter 3 Theoretical Foundation
    3.1 Definition of Demonstration Class
    3.2 Definition of Multimodality
    3.3 Multimodal Discourse Analysis
        3.3.1 Multimodal Discourse Media System
        3.3.2 Key Modalities
        3.3.3 Relationships of Different Modalities in MDA
        3.3.4 MDA Synthesis Framework
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Objects
    4.3 Research Instrument
    4.4 Research Methods
        4.4.1 The Educational Observation Method
        4.4.2 The Literature Analysis Method
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 Data Analysis of Key Modalities
        5.1.1 Analysis of the Visual Modality
        5.1.2 Analysis of the Auditory Modality
        5.1.3 Analysis of the Behavioral Modality
        5.1.4 Analysis of the Environmental Modality
    5.2 Embodiment of the Interrelationship of Modalities in Each Teaching Process
        5.2.1 Beginning of the Lesson
        5.2.2 Introduction of the Topic
        5.2.3 Introduction of the Main Teaching Content
        5.2.4 Classroom Activities
        5.2.5 Summary of the Lesson
        5.2.6 Arrangement of the Homework
        5.2.7 End of the Lesson
Chapter 6 Conclusion
    6.1 Summary of Major Findings
    6.2 Implications and Suggestions
    6.3 Limitations
    6.4 Future Directions
Bibliography
Appendix
在學(xué)期間學(xué)術(shù)成果
Acknowledgements



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