多模態(tài)話語(yǔ)是運(yùn)用聽覺(jué)、視覺(jué)、觸覺(jué)等多種感覺(jué),通過(guò)語(yǔ)言、圖像、動(dòng)作等多種手段和符號(hào)資源進(jìn)行交際的現(xiàn)象。20世紀(jì)90年代,多模態(tài)話語(yǔ)分析成為語(yǔ)言學(xué)界談?wù)摰臒狳c(diǎn),近幾年,也倍受國(guó)內(nèi)外學(xué)者關(guān)注。然而,從研究角度來(lái)看,相關(guān)研究對(duì)象多為大學(xué)和中學(xué)教師,而且大多數(shù)都是對(duì)靜態(tài)內(nèi)容的研究。對(duì)初級(jí)教學(xué)者,即少兒英語(yǔ)教師的動(dòng)態(tài)研究甚少,尤其對(duì)教育機(jī)構(gòu)初級(jí)教師的動(dòng)態(tài)研究幾乎屬于空白。本論文采用定量和定性分析相結(jié)合的研究方法,基于Kress和van Leeuwen的視覺(jué)語(yǔ)法和張德祿的模態(tài)關(guān)系框架,探討教育機(jī)構(gòu)英語(yǔ)教師大賽中各階段模態(tài)使用情況及為有效實(shí)現(xiàn)概念功能、交際功能和語(yǔ)篇功能模態(tài)綜合運(yùn)用情況。本研究應(yīng)用多模態(tài)話語(yǔ)標(biāo)注軟件ELAN5.0.0,對(duì)四位英語(yǔ)教師賽課視頻進(jìn)行觀察和標(biāo)注。研究過(guò)程為:首先,收集英語(yǔ)教師賽課視頻,通過(guò)仔細(xì)觀察,選出4段視頻,用格式轉(zhuǎn)換軟件——格式工廠對(duì)4段視頻中無(wú)效內(nèi)容進(jìn)行剪切。其次,反復(fù)觀察4段視頻,確定視頻中所涉及到的模態(tài),定義要標(biāo)注的模態(tài)類型和下屬層級(jí),并對(duì)其進(jìn)行賦碼。接著,利用軟件ELAN5.0.0對(duì)視頻進(jìn)行系統(tǒng)標(biāo)注,統(tǒng)計(jì)出每位教師模態(tài)使用的總體特征。最后,對(duì)視頻的標(biāo)注結(jié)果進(jìn)行切...

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Outline of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Multimodal Discourse Analysis
    2.2 Development of Multimodal Discourse Analysis
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Multimodal Discourse Analysis on English Teaching
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
Chapter Three Theoretical Foundations
    3.1 Visual Grammar
        3.1.1 Representational Meaning
        3.1.2 Interactive Meaning
        3.1.3 Compositional Meaning
    3.2 A Synthetic Framework
        3.2.1 Complementary Relationship
        3.2.2 Non-complementary Relationship
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Data Collection
    4.3 Research Tool: ELAN5.0.0
    4.4 Research Procedures
Chapter Five Results and Discussions
    5.1 Features of Primary English Teaching Contest in Training Institution
    5.2 Analysis of Modalities in Different Phases
    5.3 Analysis of Modalities' Meaning in Different Phases
        5.3.1 Construction of Representational Meaning
        5.3.2 Construction of Interactive Meaning
        5.3.3 Construction of Compositional Meaning
    5.4 Analysis of Modalities' Relationship in Different Phases
        5.4.1 Complementary Relationship
        5.4.2 Non-complementary Relationship
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
Bibliography
Published Papers
Resume
Acknowledgements



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