信息技術(shù)的高速發(fā)展使信息己經(jīng)不再是單一地通過書面文字這一模態(tài)來(lái)展現(xiàn),而是通過顏色、動(dòng)畫、圖像、聲音、姿勢(shì)、手勢(shì)、面部表情等多種模態(tài)相互結(jié)合來(lái)傳遞信息,人們從而能夠迅速地接受信息。在20世紀(jì)90年代,西方研究者開始了對(duì)多模態(tài)的研究,Barthes（1977）是第一位提出多模態(tài)話語(yǔ)分析理論的學(xué)者,他提出的多模態(tài)話語(yǔ)分析理論是多模態(tài)教學(xué)的理論基礎(chǔ)之一。New London Group（1996）討論了將多種模式應(yīng)用于語(yǔ)言教學(xué)。但我國(guó)對(duì)于初級(jí)中學(xué)的多模態(tài)英語(yǔ)閱讀教學(xué)的研究關(guān)注度較少。因此,筆者擬將以多模態(tài)話語(yǔ)分析、系統(tǒng)功能語(yǔ)言學(xué)、視覺語(yǔ)法理論為基礎(chǔ)的多模態(tài)教學(xué)法應(yīng)用于課堂,討論以下問題:1.多模態(tài)教學(xué)法對(duì)初中生英語(yǔ)閱讀興趣有什么影響?2.多模態(tài)教學(xué)法對(duì)初中生英語(yǔ)閱讀成績(jī)有什么影響?3.為什么多模態(tài)教學(xué)法對(duì)初中生英語(yǔ)閱讀興趣和成績(jī)有影響?本次研究的研究對(duì)象是來(lái)自筆者所在的學(xué)校:青島市某中學(xué)八年級(jí)的兩個(gè)班級(jí),一個(gè)作為實(shí)驗(yàn)班,另一個(gè)作為對(duì)照班。在實(shí)驗(yàn)班采用的是多模態(tài)教學(xué)模式,在對(duì)照班采用的是傳統(tǒng)的閱讀教學(xué)模式。實(shí)驗(yàn)前對(duì)兩個(gè)班級(jí)進(jìn)行問卷調(diào)查和前測(cè)。實(shí)驗(yàn)后對(duì)實(shí)驗(yàn)班進(jìn)行了問卷調(diào)查并且對(duì)兩個(gè)班進(jìn)行了后測(cè)。通... 

【文章來(lái)源】：南京師范大學(xué)江蘇省 211工程院校

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Structure of this Thesis
Chapter Two Literature Review
    2.1 English Reading
        2.1.1 The Essence of Reading
        2.1.2 The Main Models of English Reading
    2.2 Multimodal Teaching Approach
        2.2.1 The Definition of Multimodal Teaching Approach
        2.2.2 The Features and Functions of Multimodal Teaching Approach
    2.3 Theoretical Basis of Multimodal Teaching Approach
        2.3.1 Systemic-Functional Linguistics
        2.3.2 Multimodal Discourse Analysis Theory
        2.3.3 Visual Grammar
    2.4 Previous Research on Multimodal Teaching Approach Abroad and at Home
        2.4.1 Research Abroad
        2.4.2 Research at Home
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test
        3.3.2 Post-test
        3.3.3 Questionnaire
        3.3.4 Interview
    3.4 Procedures
        3.4.1 Preparation Period
        3.4.2 Experiment Period
        3.4.3 Post-experiment Period
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effects of MTA on Students’English Reading Interest
        4.1.1 Effects of MTA on the Students’Interest in English Reading Class
        4.1.2 Effects of MTA on the Students’Interest in English Reading Activities
        4.1.3 Effects of MTA on Students’Interest in Extracurricular EnglishReading Activities
        4.1.4 Summary
    4.2 Effects of MTA on Students’English Reading Proficiency
        4.2.1 Results and Analysis of Pre-test in EC and CC
        4.2.2 Results and Analysis of Post-test in EC and CC
        4.2.3 Results and Analysis of Pre-test and Post-test in CC
        4.2.4 Results and Analysis of Pre-test and Post-test in EC
        4.2.5 Summary
    4.3 Reasons that MTAAffects Students’English Reading Interest and Proficiency
        4.3.1 Reasons that MTAAffects Students’English Reading Interest
        4.3.2 Reasons that MTAAffects Students’English Reading Proficiency
        4.3.5 Summary
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Future Studies
References
Appendixes
    Appendix 1 Questionnaire
    Appendix 2 Pre-test Paper
    Appendix 3 Post-test Paper
    Appendix 4 Interview for Students


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期刊論文
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碩士論文
[1]多模態(tài)教學(xué)模式在初中英語(yǔ)閱讀教學(xué)中的應(yīng)用研究[D]. 張清.新疆師范大學(xué) 2016
[2]多模態(tài)教學(xué)對(duì)英語(yǔ)詞匯習(xí)得效果的實(shí)證研究[D]. 甘洛熒.贛南師范學(xué)院 2012



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