【摘要】：作為高考英語中一項(xiàng)重要的試題考察類型,高中英語圖文寫作不僅能夠傳達(dá)信息,而且能夠體現(xiàn)出學(xué)生的綜合語言水平,所以圖文寫作在高中英語教學(xué)中具有不可替代的作用。然而高中英語圖文寫作教學(xué)中存在的問題增加了教學(xué)難度。本文綜述了多模態(tài)話語分析、英語寫作教學(xué)以及多模態(tài)話語分析與英語寫作教學(xué)的關(guān)系的國內(nèi)外研究現(xiàn)狀。根據(jù)多模態(tài)話語分析的理論基礎(chǔ),針對(duì)高中英語圖文寫作要求主題詞匯選擇嚴(yán)格、句式結(jié)構(gòu)運(yùn)用簡(jiǎn)潔、語篇結(jié)構(gòu)銜接連貫、中心思想表達(dá)突出的特點(diǎn),在教學(xué)實(shí)踐中創(chuàng)建了高中英語圖文寫作多模態(tài)教學(xué)模式,該模式包括三個(gè)方面:從概念意義角度出發(fā),發(fā)揮多模態(tài)符號(hào)資源的視覺功能,以圖與文的關(guān)系呈現(xiàn)詞塊,突出主題詞匯鏈;從人際意義角度出發(fā),利用多種符號(hào)資源的協(xié)同作用,實(shí)現(xiàn)教學(xué)主客體間的互動(dòng);從語篇意義角度出發(fā),通過多模態(tài)符號(hào)資源整合布局,構(gòu)建語篇結(jié)構(gòu)。筆者試圖驗(yàn)證如下三個(gè)假設(shè):多模態(tài)符號(hào)資源的利用能夠使學(xué)生明確主題思想的表達(dá);多模態(tài)符號(hào)資源的利用能夠提高遣詞造句和語篇銜接與連貫的準(zhǔn)確性;多模態(tài)符號(hào)資源的利用能夠在一定程度上提高整體的教學(xué)效果。本文以安徽省宿州市靈璧一中高一29和30兩班的120名同學(xué)作為研究對(duì)象,歷經(jīng)近3個(gè)月,采用了前測(cè)、后測(cè)以及問卷調(diào)查的方法,運(yùn)用Spss21.0進(jìn)行數(shù)據(jù)分析。實(shí)驗(yàn)數(shù)據(jù)的分析結(jié)果表明:一、實(shí)驗(yàn)班的作文主題表達(dá)成績(jī)和詞句成績(jī)超過控制班,有一定程度的進(jìn)步,同時(shí)比較實(shí)驗(yàn)班在主題、詞句方面的前后測(cè)成績(jī),后測(cè)高于前測(cè),說明該教學(xué)模式對(duì)于圖文寫作這兩方面的成績(jī)教學(xué)效果較好;二、實(shí)驗(yàn)班語篇銜接的成績(jī)沒有進(jìn)步,幾乎保持原有水平,說明該教學(xué)模式對(duì)于圖文寫作語篇銜接的研究有待進(jìn)一步探索;三、實(shí)驗(yàn)班的后測(cè)總成績(jī)高于控制班后測(cè)總成績(jī),同時(shí)對(duì)比實(shí)驗(yàn)班的前后測(cè)總成績(jī),后測(cè)高于前測(cè),表明此教學(xué)模式能在一定程度上提高整體的教學(xué)效果。問卷調(diào)查的結(jié)果表明此教學(xué)模式能夠調(diào)動(dòng)學(xué)生的各種感官參與到圖文寫作的課堂中,強(qiáng)化輸入,提升學(xué)生學(xué)習(xí)圖文寫作的信心,激發(fā)學(xué)習(xí)圖文寫作的興趣,從而收獲良好的教學(xué)效果。本研究通過有效的圖文寫作教學(xué),旨在提高學(xué)生的視覺素養(yǎng),以期能夠在學(xué)生寫作的主題意義、遣詞造句、語篇連貫性諸方面起到積極地作用,進(jìn)而提高學(xué)生的寫作水平。
[Abstract]:As an important type of examination questions in the college entrance examination, high school English graphic writing can not only convey information, but also reflect the students' comprehensive language level, so graphic and text writing plays an irreplaceable role in senior high school English teaching. However, the problems existing in the teaching of English graphic writing in senior high school have increased the teaching difficulty. This paper summarizes the research status of multi-modal discourse analysis, English writing teaching and the relationship between multi-modal discourse analysis and English writing teaching. According to the theoretical basis of multi-modal discourse analysis, this paper aims at the features of strict choice of topic vocabulary, concise use of sentence structure, cohesion and coherence of discourse structure, and prominent expression of central ideas in high school English graphic-text writing. In the teaching practice, a multi-modal teaching mode of high school English graphic and text writing is established, which includes three aspects: from the perspective of conceptual meaning, the visual function of the multi-modal symbol resources is brought into play, and the relationship between the text and the graph presents the lexical chunks. Highlight the thematic lexical chain; From the perspective of interpersonal meaning, the interaction between the subject and object of teaching can be realized by using the synergy of various symbolic resources, and the text structure can be constructed by integrating the multi-modal symbolic resources from the perspective of text meaning. The author tries to verify the following three hypotheses: the use of multi-modal symbolic resources can make students express their theme ideas, the use of multi-modal symbolic resources can improve the accuracy of sentence formation and textual cohesion and coherence; The use of multi-modal symbol resources can improve the overall teaching effect to some extent. In this paper, 120 students from class 29 and 30 of Lingbi No. 1 Middle School in Suzhou City, Anhui Province, were studied. After nearly three months, the data were analyzed by using the methods of pre-test, post-test and questionnaire survey. The results of the analysis of the experimental data show that: first, the experimental class's scores of composition theme expression and speech and sentence are higher than those of the control class, and there is a certain degree of progress. At the same time, compared with the experimental class in terms of theme, word and sentence, the post-test is higher than the pre-test. The results show that the teaching model is effective in the two aspects of graphic writing. Second, the achievement of text cohesion in the experimental class has not been improved, and it has almost maintained its original level, indicating that the study of text cohesion in graphic writing and text writing in this teaching mode needs to be further explored; Third, the post-test total score of the experimental class is higher than that of the control class, and the post-test result is higher than that of the experimental class, which indicates that the teaching model can improve the overall teaching effect to some extent. The results of the questionnaire survey show that this teaching model can mobilize students' various senses to participate in the class of graphic and text writing, strengthen input, promote students' confidence in learning picture and text writing, and stimulate students' interest in learning picture and text writing. In order to achieve good teaching results. The purpose of this study is to improve students' visual literacy through effective teaching of graphic and textual writing, in order to play a positive role in the subject meaning, construction of words and sentences, coherence of discourse and so on, and then improve the students' writing ability.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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