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多式联运和多模态理论基础

来源:原创论文网 添加时间:2018-03-04

本篇文章目录导航:

【题目】大学英语词汇教学中多模态理论的应用
【第一章】高校英语词汇课中多模理论的运用引言
【2.1-2.2】多式联运和多模态理论基础
【2.3-2.4】词汇教学和多模词汇教学
【2.5】以往有关多模态教学问题研究
【3.1-3.3】词汇教学研究问题、对象及方法
【3.4-3.5】教师干预与数据收集
【第四章】多模词汇教学实施结果与效果讨论
【第五章-参考文献】多模教学在大学英语词汇学习中的应用结论与参考文献

  Chapter 2 Literature Review

  In this chapter, the development and related research of multimodality isreviewed. This chapter also retrospects how to apply multimodal theory to Englishteaching, especially vocabulary teaching. The literature review is to introduce thedefinition and classification of multimodality and the multimodal teaching method.

  Then the theoretical basis of multimodality is introduced, including systemicfunctional linguistics and social semiotics. At last, it presents the definition andcharacteristics of vocabulary teaching and the research status of multimodalvocabulary teaching at home and abroad.

  2.1 Multimodality。

  Multimodality plays a vital role in human communication, because no matterwhat mode plays a far-reaching role and influence in the creation and transmission ofthe meaning. Therefore, it is very significant to understand the relationship amongvarious modes and how to cooperate various modes with each other, which is helpfulto cultivate the multimodal teaching mode and learning mode.

  2.1.1 Definition of Multimodality。

  The term multimodality has been a long-standing concern of linguists andscholars both abroad and at home since the 1990s. Experts and scholars both at homeand abroad have put forward their own views on the understanding of Multimodality.In foreign countries, Halliday & Hasan (1985) based on the theory ofsystemic-functional linguistics, believed that people need to use a variety ofsymbolic resources as the media to accomplish the meaning behavior of what theywant to express, then these different symbolic resources were multimodality. Kressand Leeuwen (1996) constructed a framework for the multimodal discourse analysistheory to analyze the image, from the perspective of social semiotics based onHalliday’s functional grammar, which mainly analyzed the role of images, soundsand colors in discourse. Van Leeuwen (2005) clarified that multimodality means thecombination of different semiotic modes—for examples, language and music—in acommunicative artifact or event. The studies on multimodal teaching began at thebeginning of 21 century. Baldry and Thibault (2006) put forward that “multimodalitymeans the various way in which plenty of distinct semiotic resource systems are bothco-developed and co-contextualized in the making of a text-specific meaning.” (p.21)Machin (2007) illustrated multimodality from the perspective of grammar, hethought that multimodality is the analysis of the rules and principles that allowreaders to understand the meaning potential of the relative placement of elements,framing, salience, proximity, color saturations, and styles of typeface, etc.

  From the above description and illustration of multimodality, we can concludethat if human beings receive and disseminate information from more than two modes,we can name them multimodality.

  Zhang Delu (2009) mentioned that the multimodality refers to the use ofauditory, visual, tactile and other senses, through language, image, voice, action andother symbolic resources to communication. This is also the current domestic widelyrecognized definition of multimodality.

  2.1.2 Criteria of Multimodality。

  In 2007, Zhu Yongsheng has said that modal is the way and means ofcommunication, including many symbolic systems such as language. Theidentification of multimodality needs to meet two criteria, one is to confirm thenumber of modes, the second is to confirm the mode of the number of symbolicsystems involved, these two points are called multimodality.
 

多式联运和多模态理论基础
 

  In recent years, mode and medium have often caused confusion amongresearchers. Modal and mode are different, the former is usually understood as thebasic activity form of the system in the course of operation, the latter is the mode ofchoice or operation before the system is run.

  Mode refers to the symbolic resources of simultaneous discourse andcommunication categories, which can be achieved through one or more mediums.

  Medium is the material and tool used by human beings to perceive external thingsand is used for symbolic products and event production. Specifically, mode refers tovisual, auditory, tactile sense mode when we feel the external world, and mediumincludes eyes, ears, and hands, which is the tools of aids.

  Multimodal discourse refers to the discourse that it employs a variety of senses,body language, gestures, and voice, language, and the other symbolic mode tocommunicate. According to different classification criteria, the media can besystematically divided into various categories.

  According to the sound and speech, the media system of multimodal discourseanalysis is divided into language medium and nonverbal medium. As for languagemedia, sound symbols and writing symbols are the main media forms to realize thespread of meaning from the perspective of traditional linguistics. At the same time,they are also the main media of information spread. In general, we are moreconcerned with nonverbal media, such as the physical movements of communicators,and what the nonverbal means of communication he uses when he expressesmeaning.

  2.2 Theoretical Foundation of Multimodality。

  Multimodal theory is mainly based on Halliday’s systemic functional linguisticsand social semiotic theory (Halliday, 1978).

  2.2.1 Systematic Functional Linguistics。

  Systemic functional linguistics is founded by Halliday in the late 1950s andHalliday develops and founds on the basis of Firth theory who is the founder ofLondon School. Systemic-functional linguistics derived from the European linguistictradition (such as the Prague School, the French functional doctrine) since deSaussure; Halliday’s system-functional linguistics is based on his view of functionallanguage, which inherits from the anthropological tradition of linguistics (thelanguage of linguistics, the Prague School, the French functional, the hierarchical grammar, the law, etc.). Halliday (1994) explained his view from 3 aspects: A.

  Interpretation of the discourse, B. Interpretation of the language system, C. Theinterpretation of the structural composition of the language.

  The theoretical basis of multimodal discourse analysis is the systematicfunctional linguistics which is founded by Halliday. (Halliday1978). In particular,multimodal discourse analysis has drawn on the viewpoint of systemic functionallinguistics that language is a kind of social semiotic and considers other symbolicsystems other than language are also the source of meaning. It considers thatmultimodal discourse also has versatility, that is, it has concept function,interpersonal function and textual function at the same time. It accepts the Registertheory, it is concluded that there is a close relationship between contextual factorsand the meaning of multimodal discourse. Because multimodal discourse analysis isdeeply influenced by systemic functional linguistics and semiotics, we can call itsystem functional semiotics (systemic functional semiotics). Systemic functionallinguistics can be regarded as a branch of system functional semiotics.

  In systemic functional linguistics, we can also see the following languagethoughts’ effects Halliday: B. Malinowski, and L. Hjelmslev School of Linguistics,Whorf’s linguistic relativism, Lamb’s hierarchical grammar, K. Pike’s jurisprudence,W. Labov’s language variant theory, Wang Li’s dialect and Rochangpei’s phonologytheory and their research methods. Systemic functional linguistics is essentially“functional” and “semantic”, rather than “formal” and “syntactic”; It studies “text”

  instead of “sentence”. It concerns with usage instead of “grammaticality”. (seeHalliday, 1994a:4505)What systemic functional linguistics concerns is the issue about “language isthe social symbol” (Halliday, 1978), i.e. how people use language to carry outvarious activities in social intercourse. People who study in this discipline acceptingthe following 4 assumptions about language: a. The use of language is functional, b.

  The language’s obligation is to make and voice the meaning, C. The meaning oflanguage creation and presentation is affected and limited by various factors. Thecourse of utilizing language is a symbolic process, in which the meaning is created,and the meaning is expressed by “choice”. (see Eggins, 2004:3)2.2.2 Social Semiotics。

  Social semiotics first studies the reference behavior as an example, and thesocial reference practice as a recurrent, repeatable and discerning type. It holds thatsocially meaningful action constitutes a variety of cultures (social symbolic systems),and that culture is a connected and socially meaningful system of practice. We relyon this system to make these practices and other practices meaningful, not onlythrough clear information transmission, but also through all forms of sociallymeaningful activities (speaking, drawing, clothing, cooking, building, fighting, etc.).

  The symbolic system is the abstract of these practices (such as the linguistic symbolsfrom speech), which is the change of social practice.

  Social semiotics is a new research field developed in the study of systemicfunctional linguistics, which can be regarded as a branch of semiotics. Social semiotics is not a study of single symbols, but a function of how symbolic systemsgenerate meaning in social contexts. Social semiotics includes the following aspects:

  How to design and explain the meaning, how to design and explain the discourse,how the symbolic system is shaped by social interests and ideology, and how toadapt to the new social changes.

  The main task of social semiotics is to develop a theoretical framework toexplain how meaning is generated in social contexts. Halliday (1978), the originatorof systemic functional linguistics, first proposes the concept of social semiotics. Heopposes the traditional theory which separates language from society, creating a“semiotic” approach and applying it to discourse analysis, extending linguisticresearch beyond written language.

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