【摘要】：多模態(tài)話語(yǔ)分析是近十年外語(yǔ)研究領(lǐng)域里非常熱門的話題,其理論基礎(chǔ)為Halliday的系統(tǒng)功能語(yǔ)言學(xué)。隨著科學(xué)技術(shù)和教學(xué)實(shí)踐的發(fā)展,多模態(tài)話語(yǔ)分析開始與多媒體教學(xué)相結(jié)合。多媒體教學(xué)是當(dāng)今英語(yǔ)課堂教學(xué)中的重要教學(xué)方式,尤其是以PPT的使用最為廣泛,多模態(tài)的介入可以為英語(yǔ)PPT的設(shè)計(jì)和應(yīng)用提供新的思想,注入新的活力。多模態(tài)PPT主要通過(guò)各種符號(hào)資源的相互作用來(lái)實(shí)現(xiàn)意義,它將文本、聲音、圖片、音頻和視頻等符號(hào)資源與語(yǔ)言教學(xué)相結(jié)合,符合學(xué)生學(xué)習(xí)的特點(diǎn),可以吸引學(xué)生對(duì)來(lái)自多個(gè)渠道的信息的注意,增強(qiáng)語(yǔ)言輸入,在一定程度上能提高教學(xué)效果。如何設(shè)計(jì)出高質(zhì)量的多模態(tài)PPT,發(fā)揮PPT的優(yōu)勢(shì)以培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力,一直以來(lái)都是眾多英語(yǔ)教師所關(guān)心的問題。本文旨在了解多模態(tài)PPT在英語(yǔ)課堂中實(shí)際應(yīng)用的現(xiàn)狀,歸納多模態(tài)PPT的類型,探討其有效性以及存在的問題,從而為多模態(tài)PPT的設(shè)計(jì)和應(yīng)用提供可行性的建議。本文以多模態(tài)話語(yǔ)分析理論、建構(gòu)主義理論和輸入強(qiáng)化理論為基礎(chǔ),主要采用樣本分析法、課堂觀察法和訪談法,對(duì)收集的30份多模態(tài)PPT進(jìn)行統(tǒng)計(jì)分析。根據(jù)數(shù)據(jù)統(tǒng)計(jì)結(jié)果,本文將多模態(tài)PPT從語(yǔ)篇類型和模態(tài)類型兩個(gè)角度進(jìn)行分類。在語(yǔ)篇類型方面,多模態(tài)PPT主要分為提示型、直觀型、分析型和勸誘型。根據(jù)PPT中使用的模態(tài),多模態(tài)PPT主要分為視覺模態(tài)和聽覺模態(tài),視覺模態(tài)包括文本模態(tài)、圖片模態(tài)、圖片+文本模態(tài)和圖表模態(tài),聽覺模態(tài)包括課文錄音模態(tài)、音樂模態(tài)和PPT效果音模態(tài)。通過(guò)分析樣本、課堂觀察以及訪談,本文又從多模態(tài)PPT的有效性、存在的問題兩個(gè)方面進(jìn)行探討。從有效性方面來(lái)看,多模態(tài)PPT可以刺激學(xué)生感官,提高學(xué)生的主動(dòng)性和積極性;多模態(tài)PPT具有圖、文、聲、像俱全的特征,有助于創(chuàng)建語(yǔ)言教學(xué)的情境;多模態(tài)PPT還可以通過(guò)各種方式增加呈現(xiàn)信息被感知和注意的可能性,提高信息輸入的質(zhì)量。多模態(tài)PPT在制作和應(yīng)用過(guò)程中存在的問題主要有三個(gè):模態(tài)類型較單一,主要以視覺模態(tài)為主,聽覺模態(tài)占得比重較小;教師制作多模態(tài)PPT時(shí),圖片、文本、音樂等素材的選擇來(lái)源比較窄,素材質(zhì)量有待提高;有些PPT的文本編排、顏色搭配、背景設(shè)置等不合理,細(xì)節(jié)錯(cuò)誤較多。最后,本文對(duì)多模態(tài)PPT的設(shè)計(jì)和應(yīng)用提出了相應(yīng)的建議。首先,注意多種模態(tài)的協(xié)調(diào),教師要綜合考慮教學(xué)內(nèi)容和學(xué)生實(shí)際情況選擇合適的模態(tài),同時(shí)盡量避免單一模態(tài)應(yīng)用過(guò)多和模態(tài)變化過(guò)多兩種極端。在素材選擇方面,選擇素材的渠道應(yīng)該多樣化,同時(shí)注意素材在教學(xué)應(yīng)用中的準(zhǔn)確性。在PPT的制作和設(shè)計(jì)方面,從文本編排、顏色搭配、背景設(shè)置三個(gè)方面提出了建議,并且建議教師要提高自身的多媒體技術(shù),掌握PPT的制作技能。
[Abstract]:Multimodal discourse analysis is a hot topic in the field of foreign language research in recent ten years. Its theoretical basis is Halliday's systemic functional linguistics. With the development of science and technology and teaching practice, multi-modal discourse analysis has been combined with multi-media teaching. Multimedia teaching is an important teaching method in English classroom teaching nowadays, especially PPT is widely used, multi-modal intervention can provide new ideas and inject new vitality for the design and application of English PPT. Multi-modal PPT realizes meaning mainly through the interaction of various symbol resources. It combines the symbol resources such as text, sound, picture, audio and video with language teaching, and conforms to the characteristics of students' learning. It can attract students' attention to information from multiple channels, enhance language input, and improve teaching effect to a certain extent. How to design high quality multimodal PPTs and give full play to the advantages of PPT in order to develop students' comprehensive language ability has always been the concern of many English teachers. The purpose of this paper is to understand the present situation of the practical application of multimodal PPT in English classroom, to summarize the types of multimodal PPT, to discuss its validity and problems, and to provide some feasible suggestions for the design and application of multimodal PPT. Based on multi-modal discourse analysis theory, constructivism theory and input reinforcement theory, this paper mainly uses sample analysis, classroom observation and interview to analyze 30 multimodal PPT collected. According to the statistical results, this paper classifies multimodal PPT from two aspects: text type and modal type. In terms of discourse types, multimodal PPT can be divided into three types: hint type, visual type, analytical type and inductive type. According to the modes used in PPT, multi-modal PPT is mainly divided into visual mode and auditory mode, visual mode includes text mode, picture text mode and chart mode, auditory mode includes text recording mode. Music mode and PPT effect mode. By analyzing samples, classroom observation and interviews, this paper discusses the effectiveness and problems of multimodal PPT. From the aspect of validity, multi-modal PPT can stimulate students' senses and improve students' initiative and enthusiasm, multimodal PPT has the characteristics of graph, text, sound and image, which is helpful to create language teaching situation. Multimodal PPT can improve the quality of information input by increasing the possibility of information perception and attention. There are three main problems in the production and application of multimodal PPT: single mode type, mainly visual mode, small proportion of auditory mode, teachers making multi-modal PPT, pictures, text, The selection of music and other materials is relatively narrow, the material quality needs to be improved; some PPT text arrangement, color collocation, background settings and other unreasonable, detailed errors. Finally, this paper gives some suggestions on the design and application of multimodal PPT. First of all, pay attention to the coordination of multiple modes, teachers should consider the teaching content and the actual situation of students to choose the appropriate mode, and try to avoid the single mode too much and modal changes too many extremes. In the aspect of material selection, the channel of material selection should be diversified, and the accuracy of material in teaching application should be paid attention to at the same time. In the aspect of making and designing of PPT, some suggestions are put forward from three aspects: text arrangement, color collocation and background setting. It is also suggested that teachers should improve their multimedia technology and master the skills of making PPT.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41;G434

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