多模态教学模式在藏族大学生英语阅读教学中的实证研究

发布时间：2021-10-27 02:44

　　大学英语教学旨在全面培养学生综合应用英语的能力,而英语阅读教学则是语言输入和输出的关键环节,在培养学生综合应用英语语言能力的过程中有着十分重要的作用。但是藏族大学生英语阅读教学现状却不乐观。多模态教学就是指教学过程中尽可能使用更多的手段和方法来调动学生的多种感官进而学习。教学过程中应该重视各种模态之间相互使用的原则,教学中尽量避免单模态一用到底的现象,教学应该有机地与多媒体技术相互融合。随着时代的发展,许多学者将多模态应用于教学之中。无论是使用全身反应法教学还是交际法教学,在许多学科的教学中都不可避免地使用到了多模态。大学生英语教学包含了听、说、读、写、译这五个方面能力的培养;同时多模态强调在口头或书面交际中符号运用的多样性,更强调对交际过程中图像、声音、文字、色彩、动作和空间的理解。藏族大学生能歌善舞的特点为教师使用多模态提供了很好的机会,从而探讨其是否能帮助藏族大学生取得更好的学习效果。笔者将多模态教学模式应用于藏族大学生英语阅读教学中,旨在解决下面两个问题:1、多模态教学模式能否增强藏族大学生的英语阅读兴趣?2、多模态教学模式能否能提高藏族大学生的英语阅读成绩?笔者以西北民族大学... 

【文章来源】：西北民族大学甘肃省

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
The Brief List of Related Abbreviation
摘要
Abstract
Chapter1 Introduction
    1.1 Research Background
        1.1.1 College English Course Teaching Requirements
        1.1.2 The Status Quo of Tibetan College Students'English Teaching
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Research on English Reading Teaching
        2.1.1 Research on English Reading Teaching Abroad
        2.1.2 Research on English Reading Teaching at Home
    2.2 Multi-modal Teaching Mode
        2.2.1 Definition of Multi-modal Teaching Mode
        2.2.2 Principles of Multi-modal Teaching Mode
        2.2.3 Multi-modal Discourse Media System
    2.3 Research on Multi-modal Teaching Mode Abroad and at Home
        2.3.1 Research on Multi-modal Teaching Mode Abroad
        2.3.2 Research on Multi-modal Teaching Mode at Home
    2.4 Research on Multi-modal Mode in English Reading
Chapter3 Theoretical Foundation
    3.1 Systemic Functional Linguistic Theory
    3.2 Theory of Social Semiotics
    3.3 Cognitive Psychology Theory
Chapter4 Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
        4.3.3 Interview
    4.4 Research Procedures
    4.5 The Process of Teaching
        4.5.1 Multi-modal teaching mode in EC
        4.5.2 Regular Teaching Method in CC
        4.5.3 The Sample of Regular Teaching Method in CC
        4.5.4 The Sample of Multi-modal Teaching Mode in EC
        4.5.5 The Design of The Sample of Multi-modal Teaching Mode
    4.6 Data Collection and Analysis
Chapter5 Research Results and Discussion
    5.1 Results and Analysis of English Reading Achievements
        5.1.1 Independent Samples T-test of4 Tests
            5.1.1.1 Independent Samples T-test of the Pre-test of EC&CC
            5.1.1.2 Independent Samples T-test of the Second Test of EC&CC
            5.1.1.3 Independent Samples T-test of the Third Test of EC&CC
            5.1.1.4 Independent Samples T-test of the Post-test of EC&CC
        5.1.2 One-way Repeated Measures ANOVAAnalysis of4 Tests
            5.1.2.1 One-way Repeated Measures ANOVA of the Four Tests in EC
            5.1.2.2 One-way Repeated Measures ANOVA of the Four Tests in CC
        5.1.3 The Discussion of the Results of the English Reading Achievements
    5.2 Results and Analysis of English Reading Interest
        5.2.1 Independent Sample T-test of 2 Questionnaires
            5.2.1.1 Independent Sample T-test of the Pre-questionnaire of EC&CC
            5.2.1.2 Independent Sample T-test of the Post-questionnaire of EC&CC
        5.2.2 Paired Sample T-test of 2 Questionnaires
            5.2.2.1 Paired Sample T-test of the Pre-questionnaire and Post-questionnaire in EC
            5.2.2.2 Paired Sample T-test of the Pre-questionnaire and Post-questionnaire in CC
        5.2.3 The Record of the Interview
        5.2.4 The Discussion of the Results of the Reading Interest
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
    6.3 Research Limitation
    6.4 Suggestions for Further Research
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview
Appendix Ⅲ Tests
    Pre-test
    Second-Test
    Third-test
    Post-test
Appendix Ⅳ Teaching Procedures in EC
Achievements
Acknowledgments



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