本文選題：故事 + 多模態(tài)圖文關(guān)系��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：本文試圖從對(duì)英文故事文本的考察來構(gòu)擬零基礎(chǔ)到初級(jí)階段漢語故事文本的編寫框架。零基礎(chǔ)到初級(jí)階段故事文本需要滿足以下條件:具有故事性、文本難度低、具有語言的可操練性。根據(jù)敘事理論、多模態(tài)圖文關(guān)系理論和可預(yù)測(cè)文本組織方式,對(duì)以牛津閱讀樹為代表的英語故事文本如何滿足以上的要求進(jìn)行編碼、統(tǒng)計(jì)和分析。牛津樹故事文本通過系列劇的形式,固定了人物,塑造了鮮明的人物形象,并通過突變、懸疑增加短篇幅故事文本的情節(jié)性。通過圖文互補(bǔ)、文從屬圖的圖文狀態(tài)降低了語言文本的難度,圖片是故事信息傳遞的主要渠道,在零基礎(chǔ)階段圖文呈現(xiàn)方式基本以全圖,短句和孤立詞組的編碼為主。英語多模態(tài)故事文本還通過七種可預(yù)測(cè)文本組織方式增加語言輸入、通過文本調(diào)節(jié)了文本難度,降低了語言認(rèn)知難度,增加學(xué)生"輸出"的信心。牛津閱讀樹對(duì)故事文本的可預(yù)測(cè)性較為重視,采取一種或多種可預(yù)測(cè)組織方式組織故事文本,所運(yùn)用的可預(yù)測(cè)組織方式主要集中在關(guān)鍵詞句的重復(fù)以及模式化上。同時(shí)對(duì)比目前市面上出版的常見漢語分級(jí)讀物,抽取了每一套中的第一冊(cè)進(jìn)行分析,僅有一套讀物和牛津閱讀樹在零基礎(chǔ)階段在故事性、圖文關(guān)系和可預(yù)測(cè)性上出現(xiàn)的編碼較為接近。通過對(duì)牛津閱讀樹以及其他可預(yù)測(cè)英語圖畫書的編碼統(tǒng)計(jì)結(jié)果,構(gòu)擬了漢語零基礎(chǔ)故事文本的編寫框架,可以從兩條路徑進(jìn)行編寫:可預(yù)測(cè)文本增加故事性,原有故事文本改編成可預(yù)測(cè)文本,并提供樣例供漢語教師參考。漢語作為表意文字具有特殊性,因此漢語在多模態(tài)故事文本的構(gòu)建中應(yīng)當(dāng)將聲音符號(hào)納入到故事文本中,使讀者能夠建立漢字與聲音的聯(lián)系。
[Abstract]:This paper attempts to construct the frame of writing Chinese story texts from zero basis to primary stage. The text of the story from zero basis to the primary stage needs to meet the following conditions: story, low difficulty of the text, language drillability. According to narrative theory, multi-modal graph and text relation theory and predictable text organization, this paper encodes, statistics and analyzes how the English story text represented by Oxford Reading Tree meets the above requirements. Through the form of series, Oxford tree story text fixed the characters, created the vivid character image, and through the sudden change, the suspense increased the plot of the short story text. Through the complementation of graph and text, the state of text subordinate graph reduces the difficulty of language text. Picture is the main channel for the transmission of story information. At the zero basis stage, the presentation of picture and text is basically the whole picture, short sentence and the coding of isolated phrase. The English multimodal story text also increases the language input through seven predictable text organization methods, adjusts the text difficulty through the text, reduces the language cognition difficulty, increases the student's confidence of "output". The Oxford Reading Tree pays more attention to the predictability of the story text and uses one or more predictable organization methods to organize the story text. The predictable organization is mainly focused on the repetition of key words and patterns. At the same time, comparing the common Chinese graded reading materials published in the market at present, the first volume of each set is selected for analysis. Only one set of reading materials and Oxford Reading Tree are in the story at the zero basis stage. The relationship between graph and text is similar to that of predictability. Based on the coding statistical results of Oxford Reading Tree and other predictable English picture books, this paper constructs a framework for writing Chinese zero-base story texts, which can be written in two ways: predictable text increases story, The original story text is adapted into a predictable text, and examples are provided for the reference of Chinese teachers. Chinese as ideographic characters has its particularity, so in the construction of multi-modal story text, the sound symbol should be incorporated into the story text, so that the reader can establish the connection between Chinese character and sound.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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