基于高职ESP课堂倦怠情绪改善的多模态话语设计研究

发布时间：2018-11-11 13:03

【摘要】：高职高专ESP(English for Special Purposes,特殊用途英语)课堂学生倦怠情绪的产生原因呈多样性,且集中表现为学习目标不明确、缺乏学习动力、厌学、课堂学习没效率等,如何通过多模态话语设计来改善学生课堂倦怠情绪是本文论述的重点。本文运用建构主义学习理论、认知负荷理论以及多模态话语分析理论,以关注学生学习情绪为基础,以完成交际过程中“意义潜势”的转化以及学生的“意义再构建”为目的,通过问卷调查找出影响学生课堂倦怠情绪的根本原因。针对倦怠情绪较严重的二年级学生进行数据调查和个别访谈,调查内容涵盖了学习目标、学习语境、学习资源、师生角色、学习环境等五个话语设计所涉及的范围。调查结果显示造成学生学习倦怠情绪的主要原因是课堂缺乏多模态话语设计,而教师的多模态话语交际能力又是“设计”结果成败的核心。因而,教师可以通过多模态话语设计改善学生的课堂倦怠情绪。本研究进而通过教学课堂观察,发现教师可以在关注学生学习情绪和有效模态资源整合构建意义的两个维度上进行“设计”,一方面通过学生“体验式”设计调节学生的注意力、关注力、不良情绪和思维发展,另一方面对多种交际话语模态资源进行选用组合设计,强调学生的视觉模态设计,设计的“吸引力”和“有效性”是设计的基本原则。教师通过多模态话语设计可以改善学生课堂倦怠情绪、促进学生自身话语的再构建,有利于培养学生的多模态话语交际能力。
[Abstract]:The causes of students' burnout in ESP (English for Special Purposes, (Special purpose English) classroom are diverse, and the main reasons are lack of clear learning goal, lack of motivation, weariness and inefficiency of classroom learning, etc. How to improve students' classroom burnout through multimodal discourse design is the focus of this paper. By using constructivism learning theory, cognitive load theory and multi-modal discourse analysis theory, this paper aims to focus on students' learning emotions and to complete the transformation of "meaning potential" and the "meaning reconstruction" of students in the process of communication. Through the questionnaire survey to find out the basic reasons that affect the students' classroom burnout. A data survey and individual interviews were conducted for the second graders with severe burnout mood. The contents of the survey covered five areas of discourse design including learning goals, learning context, learning resources, teachers' and students' roles, and learning environments. The results show that the main reason for students' learning burnout is the lack of multi-modal discourse design in class, and the teachers' multi-modal communicative competence is the core of the success or failure of "design". Therefore, teachers can improve students' classroom burnout through multimodal discourse design. Through classroom observation, this study finds that teachers can "design" on the two dimensions of paying attention to students' learning emotion and integrating effective modal resources to construct meaning. On the one hand, students'"experiential" design regulates students' attention, bad emotions and development of thinking. On the other hand, they choose a combination of communication modal resources to emphasize the visual modal design of students. The attraction and validity of design are the basic principles of design. Through multi-modal discourse design, teachers can improve students' classroom burnout, promote students' discourse reconstruction, and help to cultivate students' multi-modal communicative competence.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G712.4

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