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

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

本研究在对六节获奖课堂示范课的导语进行多模态文体分析的基础上,探讨了英语教师利用多模态资源设计课堂导语的方式。结果表明,语言模式和图像模式在导语中主要用于建立新教学主题的认知框架,而肢体语言,如眼球运动、面部表情和手势,在吸引学生注意力和激励学生参与方面尤为重要。前导部分的多模态组合中突出的互补强化关系在设计学生的学习体验方面发挥了重要作用。关于多模态文体特征及其教学效果的讨论还表明,主题相关性、贴近生活、模式简洁、肢体语言的恰当使用、模式组合内的互补强化以及模式选择的动态性是设计有效的多模态课堂导入的一般准则。本研究不仅验证了多模态教学文体理论的有效性,也为多模态课堂导入在英语教学中的设计和实施提供了可行的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
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.
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