系统功能理论视域下英语慕课的多模态话语分析

发布时间：2020-12-18 04:56

　　随着科学技术的发展,英语教学过程中的多模态话语分析应运而生,并很快成为话语分析领域最热门的研究课题之一。本研究的重点是通过英语慕课的多模态话语分析,找出多模态在慕课中的分布特征,从而帮助学习者有效地利用多模态来学习英语。本研究的另一个重点是探索多模态之间的关系及其在慕课中的功能,以期帮助教师根据不同模态的功能和效果建立准确的教学计划。本研究主要围绕三个研究问题展开:(1)不同模态在英语慕课中的分布呈现出哪些特征?(2)在英语慕课中,不同模态之间有什么关系?(3)在英语慕课中,不同模态如何实现元功能?本研究的理论基础是系统功能语法。Kress和Van Leeuwen的视觉语法(1996)、张德禄的多模态语篇分析综合理论框架(2009)和Norris的九种交际模式(2004)也为本研究提供了理论框架。本研究从Coursera和edX这两大慕课网站上下载了十五个英语慕课作为研究材料,根据张德禄的多模态语篇分析综合理论框架(2009)和Norris的多模态交互分析框架(2004),建立了九个层次的编码方案,并在ELAN中加以标注。本研究发现英语慕课中不同模态的分布情况以及视觉模态和听觉模态在英... 

【文章来源】：山东大学山东省 211工程院校 985工程院校 教育部直属院校

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Objectives and Significance of this Study
    1.3 Structure of this Thesis
Chapter Two Literature Review
    2.1 Multimodal Discourse Analysis
        2.1.1 Definitions of Multimodal Discourse
        2.1.2 Multimodal Discourse Analysis from the Perspective of SystemicFunctional Grammar
            2.1.2.1 Multimodal Discourse Analysis Based on Social Semiotics
            2.1.2.2 Multimodal Discourse Analysis Based on Visual Grammar
            2.1.2.3 Multimodal Discourse Analysis Within the Synthetic TheoreticalFramework of MDA
        2.1.3 Studies on Multimodal Discourse Analysis
            2.1.3.1 Studies on Static Multimodal Discourse
            2.1.3.2 Multimodal Studies on Classroom Discourse （DynamicDiscourse）
        2.1.4 Challenges and Limitations of Multimodal Discourse Analysis
    2.2 Massive Open Online Courses （MOOCs）
        2.2.1 The Origin and Definition of MOOCs
        2.2.2 Previous Studies of MOOCs on Language Learning
        2.2.3 Challenges Faced by MOOCs
    2.3 Research Gaps
Chapter Three Theoretical Framework
    3.1 Visual Grammar
        3.1.1 Representational Meaning
        3.1.2 Interactive Meaning
        3.1.3 Compositional Meaning
    3.2 Synthetic Theoretical Framework of MDA
    3.3 Communicative Modalities in Interactive Multimodal Discourse Analysis
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Materials
    4.3 Instrument
    4.4 Coding Scheme
    4.5 Research Procedures
Chapter Five Results and Discussion
    5.1 Distribution of Different Modalities in English MOOCs
        5.1.1 The Frequency of Different Modalities of English MOOCs
        5.1.2 The Distribution of Different Modalities in Different Teaching Steps
    5.2 The Relations of Different Modalities of English MOOCs
        5.2.1 Pure Spoken Language and Gestures
        5.2.2 Pure Spoken Language and Facial Expressions
        5.2.3 Pure Spoken Language and Gazes
        5.2.4 Pure Spoken Language and Visual Texts
        5.2.5 Pure Spoken Language and Images
        5.2.6 Pure Spoken Language and Images & Texts
        5.2.7 Pure Spoken Language and Para-language
    5.3 Meta-functions Realized by Different Modalities in English MOOCs
        5.3.1 Representational Meaning
            5.3.1.1 Narrative Process
            5.3.1.2 Conceptual Process
        5.3.2 Interactive Meaning
            5.3.2.1 Contact
            5.3.2.2 Social Distance
            5.3.2.3 Attitude
            5.3.2.4 Modality
        5.3.3 Compositional Meaning
            5.3.3.1 Information Value
            5.3.3.2 Salience
            5.3.3.3 Framing
Chapter Six Conclusion
    6.1 Major Findings and Implications
    6.2 Limitations of this Study
    6.3 Suggestions for Further Research
References
Acknowledgements
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