隨著現(xiàn)代教育技術(shù)的發(fā)展和應(yīng)用,多模態(tài)話語(yǔ)分析成為了國(guó)內(nèi)外專家學(xué)者共同關(guān)注的熱點(diǎn)。上世紀(jì)九十年代,相關(guān)學(xué)者以韓禮德系統(tǒng)功能語(yǔ)言學(xué)作為基礎(chǔ),將原有的英語(yǔ)學(xué)習(xí)研究范圍進(jìn)行擴(kuò)充,把語(yǔ)言符號(hào)與手勢(shì)、音樂(lè)、圖像、視頻、等非語(yǔ)言符號(hào)結(jié)合起來(lái),從整體的角度分析各類符號(hào)所組成的話語(yǔ)意義。舉例而論,在交流中人們常運(yùn)用不同的手勢(shì)加以輔助,在高度發(fā)達(dá)的互聯(lián)網(wǎng)上,常常能看到用圖片與音樂(lè)對(duì)文字表達(dá)加以輔助的形式。因此,盡管語(yǔ)言是人類交流的最重要手段,但并非僅有的表達(dá)方式。自1996年,New London Group提出“多元讀寫教學(xué)法”,有效利用多媒體資源,培養(yǎng)學(xué)生的多元讀寫能力以來(lái),許多國(guó)內(nèi)外的語(yǔ)言學(xué)家如李站子、張德祿、馮德正、Jewitt和Lim Fei等將多模態(tài)話語(yǔ)分析理論應(yīng)用于課堂教學(xué)研究中并產(chǎn)生了積極的影響。多模態(tài)教學(xué)以多模態(tài)話語(yǔ)分析理論框架為指導(dǎo),將語(yǔ)言符號(hào)和非語(yǔ)言符號(hào)融入到課堂教學(xué)中,使學(xué)生融入到各種感覺(jué)器官的多模態(tài)學(xué)習(xí)中,從而使文章內(nèi)容更加立體和直觀。將多模態(tài)教學(xué)方式運(yùn)用到初中英語(yǔ)閱讀教學(xué)中不僅僅是科技帶來(lái)的時(shí)代發(fā)展需要,也是基于英語(yǔ)核心素養(yǎng)背景下英語(yǔ)閱讀教學(xué)的發(fā)展需要。學(xué)生核心素養(yǎng)能力可以通過(guò)... 

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter Ⅰ Literature Review
    1.1 Research on Multimodal Teaching
        1.1.1 Research on Multimodal Teaching Abroad
        1.1.2 Research on Multimodal Teaching At Home
    1.2 Research on English Reading Teaching at Junior Middle School
        1.2.1 Introduction to English Reading Teaching
        1.2.2 Purpose and Significance of English Reading Teaching
        1.2.3 Main Strategies of English Reading for Junior Middle School Students
Chapter Ⅱ Theoretical Foundation
    2.1 Systemic Functional Grammar
    2.2 Theory of Multimodal Discourse Analysis
        2.2.1 Discourse Analysis
        2.2.2 Multimodal Discourse Analysis
Chapter Ⅲ Methodology
    3.1 Research Questions
    3.2 Research Procedures
        3.2.1 Subjects
        3.2.2 Teaching Purpose
        3.2.3 Teaching Methods
        3.2.4 Teaching Procedures
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Teaching Cases
        3.4.1 Teaching case I
        3.4.2 Teaching case II
Chapter Ⅳ Data Analysis and Discussion
    4.1 Analysis of Questionnaires
    4.2 Analysis of Tests
        4.2.1 Analysis of the Pre-test
        4.2.2 Analysis of the Post-test
    4.3 Analysis of Interviews
Chapter Ⅴ Findings,Implications and Limitations
    5.1 Findings
    5.2 Implications
        5.2.1 Implications for Junior Middle School English Teachers
        5.2.2 Implications for Junior Middle School Students
    5.3 Limitations
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ Pre-test Paper
Appendix Ⅴ Post-test Paper
Acknowledgements
作者簡(jiǎn)介
攻讀碩士學(xué)位期間研究成果



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