【作者】 张征；

【导师】 张德禄；

【作者基本信息】 山东大学 ， 英语语言文学， 2011， 博士

【摘要】 本研究探讨了多模态教学理念在外语教学领域的应用。在过去的几十年里,信息技术的飞速发展,改变了我们传统的交流方式,也影响并改变着语言教学方式和教育理念。信息交流方式的多样性和意义表达方式的多模态化,要求学校当局及教育工作者重新审视传统的教学方式和学习方式,以适应当今世界变化的需要,为学生进入社会做好准备(Kalantzis & Cope,2005:3).近十几年来,为了迎接这一新的挑战,世界上许多国家立项专门研究新形势下学生的学习风格和教学模式,倡导教学改革(New London Group,1996),中国教育界也认识到多模态在教学中的重要意义。在外语教学环境下加强对学生多模态读写能力的培养,帮助他们充分了解各种符号模态在交流中的意义潜势和局限及各种符号之间的关系,了解各种符号在大众交流中所起的作用和使用情况,以迎接世界文化多元性和信息交流多样性的挑战已成为当今教育的当务之急。学生作为学习者需要理解和把握多模态读写能力的意义,研究者和教师也应该充分考虑多模态教学模式的意义和多模态教学理念在外语教学领域的应用,以满足学生当前学习和未来发展的需要。鉴于此,语言教育工作者和研究者应针对多模态环境下中国外语教学存在的问题,充分考虑信息技术对语言教学的影响,在多模态教学模式下寻求解决方案。本研究的理论基础是系统功能语言学,多模态读写能力培养是系统功能语言学的研究重点之一。本研究旨在为外语环境下多模态和多符号意义的构建提供理论和实践的支持,为中国的非英语专业学生的多模态读写能力培养提供可操作性框架。在对学生使用多模态符号表达意义的分析过程中,提出和发展多模态教学设计模式,为系统功能语言学理论应用于外语教学提供理论支持。本论文的研究素材来源于学生的PPT演示课件。本论文使用定性和定量相结合的研究方法。定量部分采用数据分析了学生对多模态教学过程的看法,从中发现学生的意义潜势,即可设计资源。定性部分采用提出的分析框架,通过对学生作品的考察、分析和解释,以及访谈等形式,了解学生的多模态读写能力状况,为教学模式设计提供实验依据。本研究得出如下结论：(1)学生使用多种符号构建意义的能力受制于传统的教学模式,传统教学把印刷文字看作是传递意义的最重要、甚至是唯一的方式；(2)学生和教师多模态意义的构建受制于他们的可设计资源状况(Available Design)；(3)多模态读写能力得以重新定义；(4)信息技术的发展为不同符号系统的意义构建提供了新的机会,同时制约着意义的产生；(5)学生作品中呈现了多种符号间的关系模式。目前中国对于多模态读写能力的研究还处于初步阶段,特别是信息技术在外语教学中的应用研究一直处于探索阶段,本文的研究在理论上和教学实践上均具有重要意义。理论上,本文尝试构建多模态话语分析模型,特别是跨符号关系的分析模型,对于多模态话语分析和多模态语境下语言教学均具有一定的指导意义。本文还尝试发展多模态教学模式,特别是针对“设计”理念的教学模式,对于培养学生的多模态读写能力具有重要作用。实验证明,这种教学模式的效果明显优于传统教学模式。本文提出的理论框架,对于正确理解多模态读写能力的含义具有一定的指导意义,同时,对于学生多模态读写能力的发展和建立有针对性的培养多模态读写能力的教学模式具有较大启示。更多还原

【Abstract】 This dissertation echoes an urgent need in the field of research of the application of multimodality and multimodal literacy in the EFL classroom settings. Over the last few decades, we are witnessing major changes in both the ways of communication and the approaches to teaching and learning in distinctive ways. The emergence of a variety of modes in making meanings results in a necessity to adopt new approaches to learning in relation to preparing learners to engage meaningfully in the world with new ways that forces the university "to change and reconceptualise what learning is" (Kalantzis & Cope,2005:3). The rapid acceleration in the development of information and communication technologies during the last few years has resulted in many countries trying to launch projects in developing students learning styles and promoting the education reforms (New London Group,1996) which includes China. Therefore, teaching English language literacy skills in contemporary EFL classrooms is changing dynamically to meet the demands of these changes. In addressing the challenges in teaching and learning of EFL, students require new approaches to understand literacies used in making meanings from multimodal elements and teachers are confronted with the need to be exposed to various pedagogical approaches to cater for students’relevant needs.With this in mind, the multifaceted issues related to the educational context in China that is influenced by the expansion and increased use of Information and Communication Technology has prompted language teachers and researchers to use the Multimodal Approach to promote the teaching and learning of EFL.This study is situated in the framework of Systemic Functional Linguistics (SFL) in education and within a professional context of multimodal literacies. The purpose of this study is to provide theoretical and empirical evidence for the construction of multimodal and multisemiotic meanings within the context of ESL, to provide an account of multimodal and multisemiotic meanings as presented by non-English major postgraduate students in the classroom and to consider the implications of this to multimodal literacy education in China, where English is taught as a foreign language. In exploring students’use of information, the dissertation aims to develop a framework for teaching multimodal literacy in the context of ICTs and to make contributions to the theory of foreign language instruction and learning from a functional perspective. The materials to be investigated in this dissertation are computer-based multimodal products (PPT presentations) completed by the students, which is typically used in the English classroom today.The approach adopted in this research is both qualitative and quantitative. In the quantitative research, the researcher employed statistical or computational techniques to investigate the students’perceptions of and reflections on multimodal teaching process (students’meaning potential:Available Design). In contrast with quantitative research, qualitative research examines, analyses and interprets students’multimodal products and other data for the purpose of discovering patterns of intersemiotic relationships as exhibited in students’products and the underlying meanings to further justify the findings by quantitative research.The study resulted in the following findings:(1) It is evident that students’use of signs other than language to communicate their information was constrained by the focus on print as the most important information medium and other systems as signs of meaning making. (2) The teacher and students drew on Resources of Available Design to create their multimodal composition. (3) Defining reading as reading only print-based signs and not recognizing visual and auditory signs as information media to read constrained how the different modes of communication were used. (4) ICT’s afforded new opportunities for communication with different sign systems and limitations within the software and hardware also constrained which signs were used. (5) Different intersemiotic relations are demonstrated by the students in the production of their multimodal compositions.Given the limited amount of research addressing the multimodal literacy skills and strategies students use when reading and writing multimodal text with ICT’s, this research makes contributions to both theory and teaching practice. Theoretically, this dissertation will make a typology of computer-based and print-based learning resources in the classroom at higher institutions and provide a framework for the analysis of multimodality and multisemiosis, which could, practically, inform the teaching of multimodal literacies. This research also provides a framework for teaching multimodal literacy in the classroom and a set of principles (design elements) which can be used to inform the educational design of teaching and learning resources for university students. It provides a guideline for a better understanding of what kinds of literacies are needed for students learning English as a foreign language. And thence to help students to get better informed of the general information about (related) knowledge of multimodal literacies and to get better prepared for their future career and life.更多还原