語(yǔ)篇分析自20世紀(jì)50年代以來(lái)就一直受到語(yǔ)言學(xué)界的廣泛關(guān)注。一方面,語(yǔ)篇分析可以從語(yǔ)言的不同層面上對(duì)語(yǔ)篇進(jìn)行研究；另一方面,語(yǔ)篇分析為分析不同的篇章和理解語(yǔ)言變遷的歷時(shí)過(guò)程提供了新的研究方法和視角。但隨著科學(xué)技術(shù)的不斷發(fā)展、多媒體和互聯(lián)網(wǎng)絡(luò)的廣泛使用,信息的傳遞方式不再僅靠單一的文本,而且包含了多種模式,例如音頻、視頻、三維動(dòng)畫(huà)等復(fù)雜形式,這些現(xiàn)代化的手段豐富了語(yǔ)義表達(dá)的形式,打破了常規(guī)媒介的單一性,體現(xiàn)了交際固有的多模態(tài)性。傳統(tǒng)的語(yǔ)篇分析方法忽視了對(duì)這些語(yǔ)義表達(dá)方式的研究,為了克服這一局限性,20世紀(jì)90年代興起了一種新型的語(yǔ)篇分析方法——社會(huì)符號(hào)學(xué)視角下的多模態(tài)語(yǔ)篇分析方法。 遷移理論認(rèn)為：語(yǔ)言學(xué)習(xí)者的母語(yǔ)在第二語(yǔ)言習(xí)得過(guò)程中會(huì)產(chǎn)生正面的或者負(fù)面的影響。當(dāng)語(yǔ)言學(xué)習(xí)者的母語(yǔ)與目標(biāo)語(yǔ)(或第二語(yǔ)言)有差別時(shí),就會(huì)產(chǎn)生負(fù)遷移。由于漢語(yǔ)和英語(yǔ)分屬不同的語(yǔ)系,其語(yǔ)言特征和文化傳統(tǒng)有著相對(duì)較大的差異,從而思維和表達(dá)方式也存在一定的差異,這就使我國(guó)學(xué)生在英語(yǔ)學(xué)習(xí)時(shí)必然會(huì)受到漢語(yǔ)負(fù)遷移的影響。語(yǔ)言遷移是一個(gè)非常復(fù)雜的過(guò)程,許多因素相互作用、共同影響語(yǔ)言遷移的內(nèi)容、時(shí)間和方式。影響語(yǔ)言遷移的語(yǔ)言和非語(yǔ)...

【文章頁(yè)數(shù)】：72 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Study
    1.2 The Purpose of the Study
    1.3 Layout of the Thesis
2 Social Semiotics and Visual Grammar
    2.1 Development of Social Semiotics
        2.1.1 Definition of Social Semiotics
        2.1.2 Halliday and the Social Semiotic in Language
        2.1.3 Kress and Van Leeuwen's Visual Grammar
        2.1.4 Word-image Relations
    2.2 Visual Grammar
        2.2.1 Representational Meanings of Images
        2.2.2 Interactive Meanings of Images
        2.2.3 Compositional Meanings of Images
    2.3 Summary
3 Negative Transfer of Native Language and Strategies in L2 Teaching and Learning
    3.1 Negative Transfer of Native Language in SLA
        3.1.1 Definitions of Transfer
        3.1.2 Negative Transfer in SLA
        3.1.3 Negative Transfer by Chinese Learners of L2 English
    3.2 Strategies to Avoid Negative Transfer of Native Language in SLA
        3.2.1 Appropriate Use of L1 in L2 Teaching
        3.2.2 Significance of Application of Linguistic Universals
        3.2.3 Necessity of Cultural Knowledge in L2 Teaching and Learning
    3.3 Summary
4 Manifestations and Significance of Multimodal Filmic Discourse in L2 Teaching andLearning
    4.1 Manifestations of Multimodal Filmic Discourse in L2 Teaching and Learning
        4.1.1 Evolution of Classroom Technology
        4.1.2 Implementation of Films in Language Classroom
    4.2 Significance of Multimodal Filmic Discourse in L2 Teaching and Learning
        4.2.1 Significance of Films in Increasing L2 Learners' Input
        4.2.2 Significance of Films in Enhancing L2 Learners' Motivation
        4.2.3 Significance of Films in Improving L2 Learners' Language Skills
        4.2.4 Significance of Films in Building L2 Learners' Critical Thinking
    4.3 Summary
5 Meaning Representation and Employing of Multimodal Filmic Discourse in L2Teaching and Learning
    5.1 Representation of Meaning in Multimodal Filmic Discourse
        5.1.1 Representation of Meaning in Visual Image
        5.1.2 Representation of Meaning in Color Mode
        5.1.3 Representation of Meaning in Background Mode
    5.2 Employing Multimodal Filmic Discourse in L2 Teaching and Learning
        5.2.1 Necessity of Adapting to a New Teaching Concept
        5.2.2 Advantages of Using Films for Culture Teaching
        5.2.3 Feasibility of Using Films for Culture Teaching
        5.2.4 Effects of Using Films in L2 Teaching and Learning
    5.3 Summary
Conclusion
Bibliography
Publications during M.A. Study
Acknowledgements



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