多模态话语分析在高中英语图文写作中的应用
发布时间：2018-11-29 09:03
【摘要】：作为高考英语中一项重要的试题考察类型,高中英语图文写作不仅能够传达信息,而且能够体现出学生的综合语言水平,所以图文写作在高中英语教学中具有不可替代的作用。然而高中英语图文写作教学中存在的问题增加了教学难度。本文综述了多模态话语分析、英语写作教学以及多模态话语分析与英语写作教学的关系的国内外研究现状。根据多模态话语分析的理论基础,针对高中英语图文写作要求主题词汇选择严格、句式结构运用简洁、语篇结构衔接连贯、中心思想表达突出的特点,在教学实践中创建了高中英语图文写作多模态教学模式,该模式包括三个方面:从概念意义角度出发,发挥多模态符号资源的视觉功能,以图与文的关系呈现词块,突出主题词汇链;从人际意义角度出发,利用多种符号资源的协同作用,实现教学主客体间的互动;从语篇意义角度出发,通过多模态符号资源整合布局,构建语篇结构。笔者试图验证如下三个假设:多模态符号资源的利用能够使学生明确主题思想的表达;多模态符号资源的利用能够提高遣词造句和语篇衔接与连贯的准确性;多模态符号资源的利用能够在一定程度上提高整体的教学效果。本文以安徽省宿州市灵璧一中高一29和30两班的120名同学作为研究对象,历经近3个月,采用了前测、后测以及问卷调查的方法,运用Spss21.0进行数据分析。实验数据的分析结果表明:一、实验班的作文主题表达成绩和词句成绩超过控制班,有一定程度的进步,同时比较实验班在主题、词句方面的前后测成绩,后测高于前测,说明该教学模式对于图文写作这两方面的成绩教学效果较好;二、实验班语篇衔接的成绩没有进步,几乎保持原有水平,说明该教学模式对于图文写作语篇衔接的研究有待进一步探索;三、实验班的后测总成绩高于控制班后测总成绩,同时对比实验班的前后测总成绩,后测高于前测,表明此教学模式能在一定程度上提高整体的教学效果。问卷调查的结果表明此教学模式能够调动学生的各种感官参与到图文写作的课堂中,强化输入,提升学生学习图文写作的信心,激发学习图文写作的兴趣,从而收获良好的教学效果。本研究通过有效的图文写作教学,旨在提高学生的视觉素养,以期能够在学生写作的主题意义、遣词造句、语篇连贯性诸方面起到积极地作用,进而提高学生的写作水平。
[Abstract]:As an important type of examination questions in the college entrance examination, high school English graphic writing can not only convey information, but also reflect the students' comprehensive language level, so graphic and text writing plays an irreplaceable role in senior high school English teaching. However, the problems existing in the teaching of English graphic writing in senior high school have increased the teaching difficulty. This paper summarizes the research status of multi-modal discourse analysis, English writing teaching and the relationship between multi-modal discourse analysis and English writing teaching. According to the theoretical basis of multi-modal discourse analysis, this paper aims at the features of strict choice of topic vocabulary, concise use of sentence structure, cohesion and coherence of discourse structure, and prominent expression of central ideas in high school English graphic-text writing. In the teaching practice, a multi-modal teaching mode of high school English graphic and text writing is established, which includes three aspects: from the perspective of conceptual meaning, the visual function of the multi-modal symbol resources is brought into play, and the relationship between the text and the graph presents the lexical chunks. Highlight the thematic lexical chain; From the perspective of interpersonal meaning, the interaction between the subject and object of teaching can be realized by using the synergy of various symbolic resources, and the text structure can be constructed by integrating the multi-modal symbolic resources from the perspective of text meaning. The author tries to verify the following three hypotheses: the use of multi-modal symbolic resources can make students express their theme ideas, the use of multi-modal symbolic resources can improve the accuracy of sentence formation and textual cohesion and coherence; The use of multi-modal symbol resources can improve the overall teaching effect to some extent. In this paper, 120 students from class 29 and 30 of Lingbi No. 1 Middle School in Suzhou City, Anhui Province, were studied. After nearly three months, the data were analyzed by using the methods of pre-test, post-test and questionnaire survey. The results of the analysis of the experimental data show that: first, the experimental class's scores of composition theme expression and speech and sentence are higher than those of the control class, and there is a certain degree of progress. At the same time, compared with the experimental class in terms of theme, word and sentence, the post-test is higher than the pre-test. The results show that the teaching model is effective in the two aspects of graphic writing. Second, the achievement of text cohesion in the experimental class has not been improved, and it has almost maintained its original level, indicating that the study of text cohesion in graphic writing and text writing in this teaching mode needs to be further explored; Third, the post-test total score of the experimental class is higher than that of the control class, and the post-test result is higher than that of the experimental class, which indicates that the teaching model can improve the overall teaching effect to some extent. The results of the questionnaire survey show that this teaching model can mobilize students' various senses to participate in the class of graphic and text writing, strengthen input, promote students' confidence in learning picture and text writing, and stimulate students' interest in learning picture and text writing. In order to achieve good teaching results. The purpose of this study is to improve students' visual literacy through effective teaching of graphic and textual writing, in order to play a positive role in the subject meaning, construction of words and sentences, coherence of discourse and so on, and then improve the students' writing ability.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2364572
[Abstract]:As an important type of examination questions in the college entrance examination, high school English graphic writing can not only convey information, but also reflect the students' comprehensive language level, so graphic and text writing plays an irreplaceable role in senior high school English teaching. However, the problems existing in the teaching of English graphic writing in senior high school have increased the teaching difficulty. This paper summarizes the research status of multi-modal discourse analysis, English writing teaching and the relationship between multi-modal discourse analysis and English writing teaching. According to the theoretical basis of multi-modal discourse analysis, this paper aims at the features of strict choice of topic vocabulary, concise use of sentence structure, cohesion and coherence of discourse structure, and prominent expression of central ideas in high school English graphic-text writing. In the teaching practice, a multi-modal teaching mode of high school English graphic and text writing is established, which includes three aspects: from the perspective of conceptual meaning, the visual function of the multi-modal symbol resources is brought into play, and the relationship between the text and the graph presents the lexical chunks. Highlight the thematic lexical chain; From the perspective of interpersonal meaning, the interaction between the subject and object of teaching can be realized by using the synergy of various symbolic resources, and the text structure can be constructed by integrating the multi-modal symbolic resources from the perspective of text meaning. The author tries to verify the following three hypotheses: the use of multi-modal symbolic resources can make students express their theme ideas, the use of multi-modal symbolic resources can improve the accuracy of sentence formation and textual cohesion and coherence; The use of multi-modal symbol resources can improve the overall teaching effect to some extent. In this paper, 120 students from class 29 and 30 of Lingbi No. 1 Middle School in Suzhou City, Anhui Province, were studied. After nearly three months, the data were analyzed by using the methods of pre-test, post-test and questionnaire survey. The results of the analysis of the experimental data show that: first, the experimental class's scores of composition theme expression and speech and sentence are higher than those of the control class, and there is a certain degree of progress. At the same time, compared with the experimental class in terms of theme, word and sentence, the post-test is higher than the pre-test. The results show that the teaching model is effective in the two aspects of graphic writing. Second, the achievement of text cohesion in the experimental class has not been improved, and it has almost maintained its original level, indicating that the study of text cohesion in graphic writing and text writing in this teaching mode needs to be further explored; Third, the post-test total score of the experimental class is higher than that of the control class, and the post-test result is higher than that of the experimental class, which indicates that the teaching model can improve the overall teaching effect to some extent. The results of the questionnaire survey show that this teaching model can mobilize students' various senses to participate in the class of graphic and text writing, strengthen input, promote students' confidence in learning picture and text writing, and stimulate students' interest in learning picture and text writing. In order to achieve good teaching results. The purpose of this study is to improve students' visual literacy through effective teaching of graphic and textual writing, in order to play a positive role in the subject meaning, construction of words and sentences, coherence of discourse and so on, and then improve the students' writing ability.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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