高中英语优质阅读课堂教师话语多模态分析

发布时间：2022-04-23 18:44

　　现代信息技术高度发达的背景下,各种类型的符号资源都能传达意义,人们的交际方式不再局限于“语言”,而是综合利用肢体动作、图像、声音等众多符号系统。因此,多模态话语分析理论应运而生。近年来,多模态话语分析理论已被广泛运用于教师课堂话语研究,但主要集中于大学课堂,对中学课堂的研究较少。本文以Halliday 的系统功能语法（1978/1994）和 Kress&van Leeuwen（1996）的视觉语法为基础,以第十届全国高中英语教学展示比赛视频为语料,对高中英语阅读课堂教师话语进行多模态分析,提出如下三个研究问题:一、高中英语阅读课堂中各种模态资源的分布有何特征?二、不同模态资源的主要功能是什么?三、不同模态之间如何相互作用以实现概念再现、人际互动和构图意义?笔者运用多模态标注工具ELAN对第十届全国高中英语教学展示比赛五位获得一等奖的教师的授课视频进行标注和分析,发现:一、高中英语阅读课具有多模态特征,充分利用了语言、图像、手势、目光等模态资源。阅读课大致包括开始（CB）、导入（IT）、教学内容（TC）、讨论（DS）、总结（SC）、结尾（FI）六个阶段。教学内容与讨论中的模态资源... 

【文章页数】：91 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Overview of Teacher Talk
        2.1.1 Definition of Discourse
        2.1.2 Definition of Teacher Talk
    2.2 Studies of Teacher Talk
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Overview of MDA
        2.3.1 Definition of Multimodality
        2.3.2 Definition of MDA
        2.3.3 Development of MDA
    2.4 MDA from a Social Semiotic Perspective
        2.4.1 Language as a Social Semiotic
        2.4.2 Metafunctions
        2.4.3 Visual Grammar
    2.5 Studies of MDA
        2.5.1 Studies Abroad
        2.5.2 Studies at Home
    2.6 Overview of Multimodal Classroom Teaching
        2.6.1 Definition of High-Quality Class
        2.6.2 Definition of Multimodal Classroom Teaching
    2.7 Studies of Multimodal Classroom Teaching
        2.7.1 Studies Abroad
        2.7.2 Studies at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Materials
    3.3 Research Instruments
        3.3.1 Observation
        3.3.2 Video Annotation Tool:ELAN
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Analysis of Cultural Level
        4.1.1 Structure Features of English Reading Classes
        4.1.2 Mode Distribution Features of English Reading Classes
    4.2 Analysis of Expression Level
        4.2.1 Prosody
        4.2.2 Gesture
        4.2.3 PPT Courseware
    4.3 Analysis of Content Level
        4.3.1 Representational Meaning
        4.3.2 Interactive Meaning
        4.3.3 Compositional Meaning
Chapter Five Conclusions
    5.1 Major Findings
        5.1.1 Distribution Features of Modal Resources
        5.1.2 Function Analysis of Key Modes
        5.1.3 Interaction of Different Modes to Construct Meaning
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
Bibliography
Appendix Ⅰ--Annotation example of teacher D in Table 4-1
Appendix Ⅱ--Annotation example of teacher E in Table 4-2
Acknowledgements



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