多模态语篇图文关系识解的对比研究——以中美读者阅读英文绘本为例

发布时间：2019-02-22 11:33

【摘要】：图文关系是多模态话语分析的难点与热点。本研究意在比较分析中美儿童与成人阅读英文绘本过程中对图文关系识解的异同,揭示语言水平及年龄对多模态语篇图文关系识解的影响。结果显示,语言水平直接影响人们对图文关系的解读。语言水平越低的认知主体,视图文为对立的意义实体,通过画面解读话语意义的倾向越明显;语言水平稍高的认知主体,会将图文结合,视二者为相互补充的意义实体;语言水平越高的认知主体视画面与文本为独立的意义实体,通过文本获取信息的倾向越突出。成人与儿童对图文关系识解也存在显著差异,儿童以画面为主、文本为辅,成人以文本为主、画面为辅。
[Abstract]:Graphic-text relation is a difficult and hot topic in multi-modal discourse analysis. The purpose of this study is to compare the differences and similarities between Chinese and American children and adults in the process of reading English picture books, and to reveal the influence of language proficiency and age on the interpretation of multimodal text. The results show that language level directly affects the interpretation of graphic-text relations. The lower the level of language, the more obvious the tendency to interpret the meaning of discourse through the view text is the opposite meaning entity, and the higher the level of language, the more obvious the cognitive subject will combine the picture and the text, and regard the two as the complementary meaning entity. The higher the language level, the more the cognitive subject regards the picture and the text as the independent meaning entity, and the more prominent is the tendency to obtain information through the text. There are also significant differences between adults and children in the interpretation of the relationship between picture and text. Children are mainly picture, text is secondary, adult is text, picture is secondary.
【作者单位】：华北电力大学;
【基金】：华北电力大学教改项目“课堂图书馆——《英语泛读》教学新模式”(2014JG103);华北电力大学教学名师培育项目(GJ2014004)的阶段性成果
【分类号】：H315

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