高中优秀英语教师阅读课的多模态话语分析

发布时间：2018-09-09 16:59

【摘要】：当今社会的主要特点为全球化、流动性和网络化。这些变化和发展极大地影响着人们的交流方式,呈现出多模态特征,通过图像、声音、动作等通信资源的协作来更有效地传递信息。交际的形式正在不断变化,这在很大程度上也影响了我们的课堂教学及课堂话语分析。传统上,课堂话语分析与课堂语言或语篇密切相关,但多模态话语分析则考虑到了多种交际模态,包括教师的课堂语言行为和非语言行为,因为这些模态都是意义生成的资源。因而,本文以三名高中优秀英语教师为研究对象,采用课堂观察的方法,探究优秀教师在阅读课中模态使用的总体情况,以期对高中英语课堂教学提供启示。基于社会符号学、视觉语法和张德禄的多模态话语分析理论,本文主要探讨以下问题:(1)高中优秀英语教师所授的阅读课中,模态使用的总体情况如何?(2)高中优秀英语教师所授的阅读课中,不同模态实现了什么元功能意义?(3)高中优秀英语教师所授的阅读课中,不同模态如何协作产生元功能意义?本文采用定量和定性两种研究方法,以定性研究为主。在定量研究方面,作者采用了多媒体标注软件ELAN。在定性研究方面,作者首先对单个模态所产生的元功能意义进行分析,然后对不同模态之间的关系及其互动所产生的意义进行了分析。研究发现:第一,在三个视频中,除了语言模态,教师还使用了包括肢体模态、视觉模态、听觉模态和课堂环境在内的非语言模态。第二,不同模态表达了不同的元功能意义,即再现意义,互动意义和构图意义。第三,不同模态之间的关系可以分为两类:互补关系和非互补关系。总的来说,除了屏幕播放视频文件的时候,语言通常充当主要的模态。眼神、表情、头部运动、空间关系、图像和文本的组合以及课堂环境与语言形成互补关系中的扩充强化关系。此外,手势与语言的关系属于互补关系中的主次强化关系。最后,视觉文本与语言的关系属于非互补关系中的交叠关系或者互补关系中的突出强化关系。当视频文件是课堂中的主模态时,视频文件中的声音和图像形成互补关系中的协调非强化关系。其中,音乐和视频中的旁白形成互补关系中的联合非强化关系。以上结论对英语教学的启示是:首先,教师应该注意使用包括肢体模态、视觉模态、听觉模态和课堂环境在内的非语言模态。此外,教师应该根据教学内容和教学目标来选择模态。最后,教师应该提高设计兼具娱乐性和信息性的课件的意识。
[Abstract]:The main features of today's society are globalization, mobility and networking. These changes and developments greatly affect people's communication mode and present multi-modal features. They can transmit information more effectively through the cooperation of image, sound, action and other communication resources. The form of communication is constantly changing, which to a great extent affects our classroom teaching and classroom discourse analysis. Traditionally, classroom discourse analysis is closely related to classroom language or discourse, but multimodal discourse analysis takes into account a variety of communication modes, including teachers' classroom language behavior and non-verbal behavior, because these modes are resources for meaning generation. Therefore, this paper takes three excellent English teachers in senior high school as the research object, and explores the overall situation of the mode use of the excellent teachers in reading class by classroom observation, in order to provide enlightenment to the English teaching in senior high school. Based on social semiotics, visual grammar and Zhang Delu's theory of multi-modal discourse analysis, this paper focuses on the following questions: (1) in the reading class taught by senior English teachers in senior high school; What is the overall situation of modal use? (2) what metafunctive meanings are realized by different modes in the reading class taught by high school English teachers? (3) how do different modes co-produce metafunctional meanings in the reading classes taught by senior English teachers in senior high schools? In this paper, quantitative and qualitative research methods are used, mainly qualitative research. In the aspect of quantitative research, the author adopts the multimedia tagging software ELAN.. In qualitative research, the author first analyzes the metafunctional meaning generated by a single modal, and then analyzes the relationship between different modes and the significance of interaction. The results show that: first, in the three videos, in addition to language modes, teachers also use non-verbal modes, including limb mode, visual mode, auditory mode and classroom environment. Secondly, different modes express different metafunctional meanings, namely, reproduction meaning, interactive meaning and composition meaning. Third, the relationship between different modes can be divided into two categories: complementary relationship and non-complementary relationship. In general, the language usually acts as the main mode except when the video file is played on the screen. Eyes, expressions, head movements, spatial relationships, combination of images and texts, and expanded and reinforced relationships between classroom settings and language. In addition, the relationship between gesture and language belongs to the primary and secondary reinforcement in the complementary relationship. Finally, the relationship between visual text and language belongs to the overlapping relation in the non-complementary relationship or the prominent reinforcement relationship in the complementary relationship. When the video file is the main mode in the classroom, the sound and image in the video file form the coordinated unstrengthened relationship in the complementary relationship. Among them, the narration in the music and video forms the joint non-reinforcement relation in the complementary relationship. The implications of the above conclusions for English teaching are as follows: first teachers should pay attention to the use of non-verbal modes including body mode visual mode auditory mode and classroom environment. In addition, the teacher should choose the mode according to the teaching content and the teaching goal. Finally, teachers should raise the awareness of designing courseware with both entertainment and information.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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