{"title":"利用多模态资源设计英语课堂导入--多模态教学文体学视角","authors":"Qian Lei , Chunlei Zhang","doi":"10.1016/j.linged.2024.101338","DOIUrl":null,"url":null,"abstract":"<div><p>The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions, and gestures, is particularly important in attracting students’ attention and motivate their participation. The foregrounded complementary reinforcement relationships within the multimodal ensembles in the lead-ins play significant roles in designing students’ learning experiences. Discussions on the multimodal stylistic features and their teaching effects also indicate that topic relevance, closeness to life, mode conciseness, proper use of body language, complementary reinforcement within mode ensembles, and dynamicity of mode choices are general guidelines for the design of effective multimodal classroom lead-ins. The study not only verifies the effectiveness of the multimodal pedagogical stylistic theory but also provides feasible implications for the design and implementation of multimodal classroom lead-ins in EFL teaching.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101338"},"PeriodicalIF":1.6000,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective\",\"authors\":\"Qian Lei , Chunlei Zhang\",\"doi\":\"10.1016/j.linged.2024.101338\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions, and gestures, is particularly important in attracting students’ attention and motivate their participation. The foregrounded complementary reinforcement relationships within the multimodal ensembles in the lead-ins play significant roles in designing students’ learning experiences. Discussions on the multimodal stylistic features and their teaching effects also indicate that topic relevance, closeness to life, mode conciseness, proper use of body language, complementary reinforcement within mode ensembles, and dynamicity of mode choices are general guidelines for the design of effective multimodal classroom lead-ins. The study not only verifies the effectiveness of the multimodal pedagogical stylistic theory but also provides feasible implications for the design and implementation of multimodal classroom lead-ins in EFL teaching.</p></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":\"83 \",\"pages\":\"Article 101338\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589824000718\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589824000718","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective
The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions, and gestures, is particularly important in attracting students’ attention and motivate their participation. The foregrounded complementary reinforcement relationships within the multimodal ensembles in the lead-ins play significant roles in designing students’ learning experiences. Discussions on the multimodal stylistic features and their teaching effects also indicate that topic relevance, closeness to life, mode conciseness, proper use of body language, complementary reinforcement within mode ensembles, and dynamicity of mode choices are general guidelines for the design of effective multimodal classroom lead-ins. The study not only verifies the effectiveness of the multimodal pedagogical stylistic theory but also provides feasible implications for the design and implementation of multimodal classroom lead-ins in EFL teaching.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.