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以往有关多模态教学问题研究

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

 

 2.5 Previous Research of Related Issues。

  The widely utilize of multimodality and necessity of promoting the effects ofEnglish vocabulary teaching made the studies of multimodal vocabulary teaching method flourishing abroad and at home. In this section, the project reviews thedevelopment and the limitation of the teaching method, which contributes to thedesign of the research.

  2.5.1 Previous Research Abroad。

  As known to all, language has been studied by scholars all over the world forages. Whereas, the multimodal theory, a new research field, is developed in westerncountries in the 90’s and the theory just lasts more than 20 years. Multimodal theoryholds that language is a kind of social symbol to communicate with people, whilenonverbal symbols can convey information, too. The cooperation of language andnonverbal symbols helps people communicate or convey information and makes upfor the disadvantages of traditional discourse analysis at the same time. Therefore,multimodality is a useful combination of language and nonverbal symbols.

  At the end of last century, some linguists and scholars, including Halliday,Kress, and Van Leeuwen, began to propose the related concept of multimodality. O’

  Toole was the first person to extend systematic functional linguistics to theunderstanding of the visual images in 1994. Martin Ottours (O’ Toole, 1994) usedthe grammatical theory of systemic functional linguistics in the Language ofdisplayed art to analyze the meaning of images. Subsequently, Kress and VanLeeuwen (1996) presented the basic sections and rules of analyzing image grammaron the basis of Halliday’s systematic functional linguistics, which was proposed themethodology for the later research and laid a theoretical foundation for Multimodal discourse analysis. Furthermore, Kress & Leeuwen (1996; 2001) explored therelationship between modal and media, and specifically discussed the multimodalphenomenon rules which express a variety of ideas, including visual images, sound,typesetting design, and the various function of the other media.

  Therefore, Kress & Leeuwen were the leading figures during the process ofdeveloping multimodal discourse analysis based on Halliday’s functional grammartheory and their papers and writings improve the theory of multimodal discourseanalysis, such as Reading Images and Multimodal Discourse——the Modes andMedia of Contemporary Communication.

  Moreover, Kress & Van Leeuwen (2004) also proposed “Because of thedevelopment of computer technology, the status of screen is more and moreimportant, and the image, animation has become the main media of languagecommunication, so does in the teaching.” Gradually, foreign scholars began toexplore the application and research of multimodality in teaching field.

  Royce, Kress, and Leeuwen had the common points of intersection within eachother’s studies and they explored how to associate Multimodal theory with teaching.

  Royce (1998, 2002) discussed the coordination between different modes in themultimodal discourse and multimodal synergy during the foreign language teaching.

  Besides, he probed into how teachers use the visual and auditory modes shown in thecomputer to help students develop communicative competence. Kress & Leeuwen(2001) once pointed that image was an indispensable part of language learning. Dueto the rapid development of modern educational technology, the project and the other multimodal resources would become the main teaching aids to assist the teachers totransfer knowledge and exchange information.
 

以往有关多模态教学问题研究
 

  O’ Halloran was a very important scholar in the study of Multimodality. O’

  Halloran (2004) analyzed the relationship between different semiotic modes and themeaning was made with the systemic functional method. In addition to studying thetheoretical part of Multimodality, he analyzed many multimodal phenomena inmathematical discourse in 2005.

  With the passage of time, more and more linguists had been interested in theapplication of multimodal theory in language teaching and did some related research.

  Kress and Van Leeuwen (2004) pointed out that images played a crucial role inlanguage learning and the positive effects of body language, eye contact and othernonverbal symbols in teaching were also discussed.

  Jewitt (2005) agreed with Kress and Leeuwen’s view about the nonverbalsymbols which was utilized in the classroom instruction. He explained that theclassroom language was not only made up with language, but also included visualimages, music, video clips, body language, and so on. Multimodal classroomlanguage had positive effects on language learning. Baldry and Thibault (2006)probed into Jewitt’s research and introduced the research method of multimodaldiscourse in detail and analyzed the methods of language teaching under thesynergistic cooperation of network, multimedia and multimodal method.

  2.5.2 Previous Research at Home。

  In China, the study of multimodal theory was still in its infancy, and therelevant literatures were not abundant. But the multimode theory had aroused theclose attention of many scholars in the country and some related research had beendone.

  Li Zhanzi was the first scholar to introduce multimodal theory into the field ofdomestic linguistic research. Li Zhanzi (2003) explained and analyzed multimodaldiscourse analysis from the point of social semiotics. On the basis of Li Zhanzi’sstudy, Zhu Yongsheng (2007) illustrated the generation, properties and theoreticalbasis of multimodal theory as well as the research method and research meaning ofmultimodal discourse analysis. In addition, he pointed out the future developmenttrend of multimodal theory and its shortcomings and provided a clear theoreticalframework for the researchers who want to do further study. Yang Xinzhang (2009)discussed multimodal discourse analysis from the perspective of systemic functionallinguistics. He stressed that multimodal discourse analysis should attach importanceto the relationship between language and the other modes. Multimodality hadbecome a universal feature of human speech communication. Meaning not onlyappeared in the language and language was no longer the only means of presentingexperience and communication. In different modes, the meaning was expresseddifferently.

  Both of Wang Hongyang and Wei Qinghong were analyzed the multimodaldiscourse from the visual perspective. Wang Hongyang (2007) verified the feasibility and operability of advertising pictures from the perspective of systemic functionallinguistics and discussed the verbal interaction in poster images. Wei Qinhong (2009)focused on the study of visual modes in the multimodal discourse, especially themultimodal discourse in the images.

  Hu Zhuanglin, Dong Jia, and Gu yueguo studied multimodal theory from theforeign language learning perspective. Hu Zhuanglin & Dong Jia (2006) used themultimodal discourse analysis theory to analyze the effects of multimediacourseware. The analysis results showed that the images and sounds used inmultimedia courseware could help audience to understand the theme better.

  Therefore, they held the view that multimedia courseware was a crucial teaching aidsto transfer knowledge, which has a positive effect on students’ effective mastery ofknowledge. Gu Yueguo (2007) did a comparative study, in which the similarities anddifferences between multimodal learning mode and multimedia learning mode wereanalyzed. Afterwards, he combined the advantages of two learning mode and createdthe “multimedia-multimode” foreign language learning mode.

  In recent several years, the reform of education curriculum and the newcurriculum standards had proposed higher requests to the teacher on the classroominstruction and the other aspects. However, the teaching method which was based onmultimodality catered to this development requirement.

  Zhang Delu, Hu Zhuanglin, Gu Yueguo, and the other scholars have madeoutstanding contributions to construction the relationship between multimodality andteaching. Zhang Delu (2009, 2012) established a framework for multimodal discourse analysis in line with the theory of systemic functional linguistics. Thisframework consisted primarily of five levels of systems and he explored theestablishment of the grammatical structure of nonverbal modes, the relationshipbetween grammatical structure and textual structure, and how grammatical structuresembody conceptual and interpersonal meanings. He also discussed how to applymultimodal theory to foreign language teaching and develop the multimodalteaching modes.

  Hu Zhuanglin and Gu Yueguo analyzed multimodality from the perspective ofteaching aids. Hu Zhuanglin (2006) proposed that the presentation of multimediacourseware was a crucial teaching aids for information exchange, multimediacourseware could make the new knowledge have a better presentation through sound,drawing and he advocated that the use of multimedia courseware should bevigorously promoted. Based on Hu Zhuanglin’s study, Gu Yueguo (2007) gave adetaied instruction of the project and explored the relationship betweenMultimodality and high-tech teaching aids and studied how to apply multimodalresources to education. He tried to establish a mode to analyze both multimedia andmultimodal learning method. Besides, Wei Qinhong (2009) explored themultiliteracy of college students in order to carry forward the multimodal teachingmethod.

  Some multimodal studies were done from writing and vocabulary teaching. FuBei (2010) compared the three undergraduate classes of English majors in auniversity and the experimental results showed that the teaching of multimodal English writing can effectively improve students’ English writing ability andenthusiasm for writing study. Cheng Ruzhang (2011) proved that multimodalteaching can greatly strengthen vocabulary memory and the teaching method madethe students always have the expectation and high enthusiasm for the vocabularyclass. Most research subjects were able to accept multimodal teaching and thevocabulary test scores in experimental group were higher than the other group.

  However, there were not many literatures on the use of multimodal theory invocabulary teaching, especially for students majoring in art.

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