鑒于新媒體時代多模態(tài)識讀能力日趨重要,普通高中英語課程標準(2017版)在語言技能中增加了“看”的技能。“看”通常指利用多模態(tài)語篇中的圖形、表格、動畫、符號以及視頻等理解意義的技能。國內(nèi)關于此方面的研究仍處在萌芽階段且僅局限于對國外先進理論的介紹。本研究主要圍繞以下兩個問題:(1)多模態(tài)英語教學對學生閱讀技能有何影響?(2)在多模態(tài)教學模式影響下學生對閱讀學習的態(tài)度有哪些變化?本論文著重探討基于多模態(tài)話語分析理論下的多模態(tài)教學模式對學生閱讀能力的影響以及在實施這種新的教學模式后學生對閱讀的態(tài)度。本研究采用的工具有測試、問卷、訪談和課堂觀察。在一個學期的教學實驗之后,為了檢測多模態(tài)閱讀教學對學生閱讀技能的影響,實驗班和控制班的學生都被要求參加后測。在后測之后,作者通過SPSS 20.0軟件分析,從教學實驗中收集的數(shù)據(jù)來對比兩種不同的閱讀教學方法對學生閱讀能力影響的教學效果。研究結(jié)果顯示通過具體課堂實踐,發(fā)現(xiàn)多模態(tài)教學方式更加靈活、教學內(nèi)容更加直觀、教學策略更加高效、學生參與性更高、文化意識滲透更加明顯,更符合2017版新課程標準中提升學生綜合語言運用能力和提升學生英語核心素養(yǎng)的要求。然而...

【文章頁數(shù)】：122 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract in English
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Multimodality
        2.1.1 Definitions of Multimodality
        2.1.2 Characteristics of Multimodality
        2.1.3 Functions of Multimodality
        2.1.4 Multimodal Teaching
    2.2 Related Theories of the Study
    2.3 English Reading Teaching
        2.3.1 Definitions of English Reading
        2.3.2 Models of English Reading Teaching
        2.3.3 Factors Influencing English Reading Teaching
    2.4 The Relationship between Multimodal Teaching and English Reading Teaching
        2.4.1 Previous Studies Abroad of Multimodal Teaching on English Reading Teaching
        2.4.2 Previous Studies At Home of Multimodal Teaching on English Reading Teaching
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test and Post-test
        3.3.2 Questionnaires
        3.3.3 Interview
        3.3.4 Classroom Observation
    3.4 Teaching Procedure
    3.5 Data Collection
    3.6 Data Analysis
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 Pre-test Results and Post-test Results
        4.1.2 Results of the Questionnaires
        4.1.3 Results of the Interview
        4.1.4 Results of the Observation
    4.2 Discussion
        4.2.1 Discussion on the Effects of MTM on Students’ English Reading
        4.2.2 Discussion on the Change of Students’ Attitudes towards English Reading after the Application of Multimodal Teaching
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G



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