大學英語教學旨在全面培養(yǎng)學生綜合應用英語的能力,而英語閱讀教學則是語言輸入和輸出的關鍵環(huán)節(jié),在培養(yǎng)學生綜合應用英語語言能力的過程中有著十分重要的作用。但是藏族大學生英語閱讀教學現(xiàn)狀卻不樂觀。多模態(tài)教學就是指教學過程中盡可能使用更多的手段和方法來調(diào)動學生的多種感官進而學習。教學過程中應該重視各種模態(tài)之間相互使用的原則,教學中盡量避免單模態(tài)一用到底的現(xiàn)象,教學應該有機地與多媒體技術相互融合。隨著時代的發(fā)展,許多學者將多模態(tài)應用于教學之中。無論是使用全身反應法教學還是交際法教學,在許多學科的教學中都不可避免地使用到了多模態(tài)。大學生英語教學包含了聽、說、讀、寫、譯這五個方面能力的培養(yǎng);同時多模態(tài)強調(diào)在口頭或書面交際中符號運用的多樣性,更強調(diào)對交際過程中圖像、聲音、文字、色彩、動作和空間的理解。藏族大學生能歌善舞的特點為教師使用多模態(tài)提供了很好的機會,從而探討其是否能幫助藏族大學生取得更好的學習效果。筆者將多模態(tài)教學模式應用于藏族大學生英語閱讀教學中,旨在解決下面兩個問題:1、多模態(tài)教學模式能否增強藏族大學生的英語閱讀興趣?2、多模態(tài)教學模式能否能提高藏族大學生的英語閱讀成績?筆者以西北民族大學... 

【文章來源】：西北民族大學甘肅省

【文章頁數(shù)】：92 頁

【學位級別】：碩士

【文章目錄】：
The Brief List of Related Abbreviation
摘要
Abstract
Chapter1 Introduction
    1.1 Research Background
        1.1.1 College English Course Teaching Requirements
        1.1.2 The Status Quo of Tibetan College Students'English Teaching
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Research on English Reading Teaching
        2.1.1 Research on English Reading Teaching Abroad
        2.1.2 Research on English Reading Teaching at Home
    2.2 Multi-modal Teaching Mode
        2.2.1 Definition of Multi-modal Teaching Mode
        2.2.2 Principles of Multi-modal Teaching Mode
        2.2.3 Multi-modal Discourse Media System
    2.3 Research on Multi-modal Teaching Mode Abroad and at Home
        2.3.1 Research on Multi-modal Teaching Mode Abroad
        2.3.2 Research on Multi-modal Teaching Mode at Home
    2.4 Research on Multi-modal Mode in English Reading
Chapter3 Theoretical Foundation
    3.1 Systemic Functional Linguistic Theory
    3.2 Theory of Social Semiotics
    3.3 Cognitive Psychology Theory
Chapter4 Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
        4.3.3 Interview
    4.4 Research Procedures
    4.5 The Process of Teaching
        4.5.1 Multi-modal teaching mode in EC
        4.5.2 Regular Teaching Method in CC
        4.5.3 The Sample of Regular Teaching Method in CC
        4.5.4 The Sample of Multi-modal Teaching Mode in EC
        4.5.5 The Design of The Sample of Multi-modal Teaching Mode
    4.6 Data Collection and Analysis
Chapter5 Research Results and Discussion
    5.1 Results and Analysis of English Reading Achievements
        5.1.1 Independent Samples T-test of4 Tests
            5.1.1.1 Independent Samples T-test of the Pre-test of EC&CC
            5.1.1.2 Independent Samples T-test of the Second Test of EC&CC
            5.1.1.3 Independent Samples T-test of the Third Test of EC&CC
            5.1.1.4 Independent Samples T-test of the Post-test of EC&CC
        5.1.2 One-way Repeated Measures ANOVAAnalysis of4 Tests
            5.1.2.1 One-way Repeated Measures ANOVA of the Four Tests in EC
            5.1.2.2 One-way Repeated Measures ANOVA of the Four Tests in CC
        5.1.3 The Discussion of the Results of the English Reading Achievements
    5.2 Results and Analysis of English Reading Interest
        5.2.1 Independent Sample T-test of 2 Questionnaires
            5.2.1.1 Independent Sample T-test of the Pre-questionnaire of EC&CC
            5.2.1.2 Independent Sample T-test of the Post-questionnaire of EC&CC
        5.2.2 Paired Sample T-test of 2 Questionnaires
            5.2.2.1 Paired Sample T-test of the Pre-questionnaire and Post-questionnaire in EC
            5.2.2.2 Paired Sample T-test of the Pre-questionnaire and Post-questionnaire in CC
        5.2.3 The Record of the Interview
        5.2.4 The Discussion of the Results of the Reading Interest
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
    6.3 Research Limitation
    6.4 Suggestions for Further Research
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview
Appendix Ⅲ Tests
    Pre-test
    Second-Test
    Third-test
    Post-test
Appendix Ⅳ Teaching Procedures in EC
Achievements
Acknowledgments



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