多模态教学法在初中英语阅读课堂的应用研究
发布时间：2022-01-06 19:20
信息技术的高速发展使信息己经不再是单一地通过书面文字这一模态来展现,而是通过颜色、动画、图像、声音、姿势、手势、面部表情等多种模态相互结合来传递信息,人们从而能够迅速地接受信息。在20世纪90年代,西方研究者开始了对多模态的研究,Barthes（1977）是第一位提出多模态话语分析理论的学者,他提出的多模态话语分析理论是多模态教学的理论基础之一。New London Group（1996）讨论了将多种模式应用于语言教学。但我国对于初级中学的多模态英语阅读教学的研究关注度较少。因此,笔者拟将以多模态话语分析、系统功能语言学、视觉语法理论为基础的多模态教学法应用于课堂,讨论以下问题:1.多模态教学法对初中生英语阅读兴趣有什么影响?2.多模态教学法对初中生英语阅读成绩有什么影响?3.为什么多模态教学法对初中生英语阅读兴趣和成绩有影响?本次研究的研究对象是来自笔者所在的学校:青岛市某中学八年级的两个班级,一个作为实验班,另一个作为对照班。在实验班采用的是多模态教学模式,在对照班采用的是传统的阅读教学模式。实验前对两个班级进行问卷调查和前测。实验后对实验班进行了问卷调查并且对两个班进行了后测。通...
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Structure of this Thesis
Chapter Two Literature Review
2.1 English Reading
2.1.1 The Essence of Reading
2.1.2 The Main Models of English Reading
2.2 Multimodal Teaching Approach
2.2.1 The Definition of Multimodal Teaching Approach
2.2.2 The Features and Functions of Multimodal Teaching Approach
2.3 Theoretical Basis of Multimodal Teaching Approach
2.3.1 Systemic-Functional Linguistics
2.3.2 Multimodal Discourse Analysis Theory
2.3.3 Visual Grammar
2.4 Previous Research on Multimodal Teaching Approach Abroad and at Home
2.4.1 Research Abroad
2.4.2 Research at Home
2.5 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Pre-test
3.3.2 Post-test
3.3.3 Questionnaire
3.3.4 Interview
3.4 Procedures
3.4.1 Preparation Period
3.4.2 Experiment Period
3.4.3 Post-experiment Period
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effects of MTA on Students’English Reading Interest
4.1.1 Effects of MTA on the Students’Interest in English Reading Class
4.1.2 Effects of MTA on the Students’Interest in English Reading Activities
4.1.3 Effects of MTA on Students’Interest in Extracurricular EnglishReading Activities
4.1.4 Summary
4.2 Effects of MTA on Students’English Reading Proficiency
4.2.1 Results and Analysis of Pre-test in EC and CC
4.2.2 Results and Analysis of Post-test in EC and CC
4.2.3 Results and Analysis of Pre-test and Post-test in CC
4.2.4 Results and Analysis of Pre-test and Post-test in EC
4.2.5 Summary
4.3 Reasons that MTAAffects Students’English Reading Interest and Proficiency
4.3.1 Reasons that MTAAffects Students’English Reading Interest
4.3.2 Reasons that MTAAffects Students’English Reading Proficiency
4.3.5 Summary
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations
5.4 Suggestions for Future Studies
References
Appendixes
Appendix 1 Questionnaire
Appendix 2 Pre-test Paper
Appendix 3 Post-test Paper
Appendix 4 Interview for Students
【参考文献】：
期刊论文
[1]新媒体时代下高职英语多模态模式教学与应用[J]. 陈勇. 内蒙古财经大学学报. 2019(03)
[2]“多模态”英语阅读教学的价值及实现[J]. 刘东燕. 教学与管理. 2018(27)
[3]多模态视域下商务英语专业学生多元读写能力的构念研究[J]. 吕晓轩. 河北农业大学学报(农林教育版). 2017(01)
[4]高中英语阅读教学现状和改进策略[J]. 刘红. 山东社会科学. 2016(S1)
[5]多模态话语框架下教学模式研究[J]. 马利芳. 教育理论与实践. 2016(01)
[6]英语专业听力教学中多模态功能的实验研究[J]. 胡永近,张德禄. 外语界. 2013(05)
[7]外语教学多模态选择框架探索[J]. 张德禄,丁肇芬. 外语界. 2013(03)
[8]多模态符号学:理论基础,研究途径与发展前景[J]. 李战子,陆丹云. 外语研究. 2012(02)
[9]关于视觉语法的几点思考[J]. 张敬源,贾培培. 当代外语研究. 2012(03)
[10]系统功能语言学视角下的话语分析[J]. 杨雪燕. 外语教学. 2012(02)
硕士论文
[1]多模态教学模式在初中英语阅读教学中的应用研究[D]. 张清.新疆师范大学 2016
[2]多模态教学对英语词汇习得效果的实证研究[D]. 甘洛荧.赣南师范学院 2012
本文编号：3573027
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Structure of this Thesis
Chapter Two Literature Review
2.1 English Reading
2.1.1 The Essence of Reading
2.1.2 The Main Models of English Reading
2.2 Multimodal Teaching Approach
2.2.1 The Definition of Multimodal Teaching Approach
2.2.2 The Features and Functions of Multimodal Teaching Approach
2.3 Theoretical Basis of Multimodal Teaching Approach
2.3.1 Systemic-Functional Linguistics
2.3.2 Multimodal Discourse Analysis Theory
2.3.3 Visual Grammar
2.4 Previous Research on Multimodal Teaching Approach Abroad and at Home
2.4.1 Research Abroad
2.4.2 Research at Home
2.5 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Pre-test
3.3.2 Post-test
3.3.3 Questionnaire
3.3.4 Interview
3.4 Procedures
3.4.1 Preparation Period
3.4.2 Experiment Period
3.4.3 Post-experiment Period
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effects of MTA on Students’English Reading Interest
4.1.1 Effects of MTA on the Students’Interest in English Reading Class
4.1.2 Effects of MTA on the Students’Interest in English Reading Activities
4.1.3 Effects of MTA on Students’Interest in Extracurricular EnglishReading Activities
4.1.4 Summary
4.2 Effects of MTA on Students’English Reading Proficiency
4.2.1 Results and Analysis of Pre-test in EC and CC
4.2.2 Results and Analysis of Post-test in EC and CC
4.2.3 Results and Analysis of Pre-test and Post-test in CC
4.2.4 Results and Analysis of Pre-test and Post-test in EC
4.2.5 Summary
4.3 Reasons that MTAAffects Students’English Reading Interest and Proficiency
4.3.1 Reasons that MTAAffects Students’English Reading Interest
4.3.2 Reasons that MTAAffects Students’English Reading Proficiency
4.3.5 Summary
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations
5.4 Suggestions for Future Studies
References
Appendixes
Appendix 1 Questionnaire
Appendix 2 Pre-test Paper
Appendix 3 Post-test Paper
Appendix 4 Interview for Students
【参考文献】：
期刊论文
[1]新媒体时代下高职英语多模态模式教学与应用[J]. 陈勇. 内蒙古财经大学学报. 2019(03)
[2]“多模态”英语阅读教学的价值及实现[J]. 刘东燕. 教学与管理. 2018(27)
[3]多模态视域下商务英语专业学生多元读写能力的构念研究[J]. 吕晓轩. 河北农业大学学报(农林教育版). 2017(01)
[4]高中英语阅读教学现状和改进策略[J]. 刘红. 山东社会科学. 2016(S1)
[5]多模态话语框架下教学模式研究[J]. 马利芳. 教育理论与实践. 2016(01)
[6]英语专业听力教学中多模态功能的实验研究[J]. 胡永近,张德禄. 外语界. 2013(05)
[7]外语教学多模态选择框架探索[J]. 张德禄,丁肇芬. 外语界. 2013(03)
[8]多模态符号学:理论基础,研究途径与发展前景[J]. 李战子,陆丹云. 外语研究. 2012(02)
[9]关于视觉语法的几点思考[J]. 张敬源,贾培培. 当代外语研究. 2012(03)
[10]系统功能语言学视角下的话语分析[J]. 杨雪燕. 外语教学. 2012(02)
硕士论文
[1]多模态教学模式在初中英语阅读教学中的应用研究[D]. 张清.新疆师范大学 2016
[2]多模态教学对英语词汇习得效果的实证研究[D]. 甘洛荧.赣南师范学院 2012
本文编号：3573027
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