【作者】 刘妍；

【导师】 崔桂华；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2016， 硕士

【摘要】 多模态语篇分析是基于系统功能语言学的一种语篇分析方法,旨在分析不同模态之间的相互关系。随着多模态成为教材语篇的新特点,越来越多的研究者开始关注教材语篇的这一特点。虽然有很多研究者从多模态的角度对教材语篇做过不同的分析研究,但是这些研究主要集中在科技文语篇,很少涉及学科教材语篇。在中国,英语作为一门重要的学科,受到众多关注。英语教材在教师讲授英语知识时,发挥着重要的作用。在英语课堂上,为了让同学们在学习新知识的同时能提升其多模态识读能力,从多模态角度研究英语教材中的图文互动关系是十分必要的。本文以Kress和Van Leeuwen的视觉语法为理论依据,并且结合Royce的符际互补理论,对《大学体验英语视听说教程》展开了多模态语篇分析。本套教程为适应多模态语言输入和开发学生多模态识读技能的要求,着重强调“视”的内容。因此,本套教材中添加了大量图像,特别强调图片的作用。在中国高校使用的所有英语教材中,这让本套教材独树一帜。本文同时采用了定量分析和定性分析方法。首先对本套教材中的背景颜色和图像进行了定量统计。根据统计结果,对本套教材的多模态排版布局特征进行探究。其次,对教材中的图像进行定量和定性分析,探讨教材中的图像如何构建视觉句法的三种意义。最后在符际互补性理论框架下,对教材中的文字和图像在意义构建过程中的关系进行探究。本文的主要发现有:[1]教材中的图片通过构建再现意义,互动意义和构图意义,实现了通过视觉语法构建意义的目的。叙事再现是主要的再现过程,这类图像描述事件的发生或发展过程。在叙事再现的过程中,“反应过程”备受青睐。在构建互动意义时,主要依靠“接触”和“距离”。在“接触”中,“提供”是主要的特征。在“距离”中,主要特征是“亲密的距离”。通过“亲密距离”来“提供”信息,给观看者营造出融入到图像世界的感觉,通过与图像世界建立友好的关系,可以更强化图像提供信息的效果。构图手段主要包括信息值区分,凸显度强弱和取景方式。在实现构图功能时,该教程中的图像突出特征是采用“已知的”和“理想的”信息值以及采用中心图像的凸显。由此可见,教材中的图像是主要的信息来源,而处于边缘位置的文本在听力训练过程中主要充当图像信息的补充。在“取景方式”上,教材中的图像主要采用明显的线条分割方式把图文明确分开,因此,整个页面布局显得整齐规范。[2]在符际互补性理论框架下,对教材中的文字和图像在构建概念意义中的相互关系进行分析的结果表明,“重复”是使用频次最高的特征,其次是“同义”。通过分析这两种语义关系,结果表明图像和文字之间互相补充说明,从而产生关联,共同构建意义。本研究的结果为培养学生的多模态识读能力提供了一些启示。教材旨在为学生提供知识和技能,同时也可以用于培养学生的多模态识读能力。通过多模态方式学习知识,学生会更深刻的理解新知识,同时也锻炼了多模态识读能力。对于教师来说,教师应该深刻的研读本套教材,理解并且充分利用教材中的多模态教学方式,通过加强课堂上的教学效果来提升学生学习兴趣。深刻理解教材中的多模态语篇既能帮助教师实现教学目标。更多还原

【Abstract】 Multimodal discourse analysis is an approach to analyzing the interrelationship between different modes in creating a unified text based on Systemic Functional Linguistics. Multimodality has been one characteristic of textbook discourse now, and more and more efforts are devoted by scholars to study multimodal features of the textbooks. Even though many researchers have conducted discourse analyses on textbook discourse from multimodal perspectives, they mainly focus on scientific textbooks, regardless of the textbooks of other subjects. A few people have concerned with the features of English textbooks in China where English is learned as a foreign language. In order to improve students’ multiliteracies in the process of gaining new knowledge in English class, it is essential to probe in the relationship between images and texts in English textbooks from the perspective of multimodal discourse analysis.Under the framework of Kress & Van Leeuwen’s Visual Grammar and Royce’s Intesemiotic Complementarity, this study conducts a multimodal discourse analysis of a set of textbooks-- Experiencing English Viewing, Listening and Speaking. This set of textbooks puts “viewing” in the first place with the purpose of adopting multimodal inputs to develop students’ multiliteracies, and highlights the role of image which takes a quite large proportion in the whole and is the most prominent difference of the English textbooks used in universities in China. Both a quantitative and qualitative study will be carried out to investigate the multimodal discourse in the four books. Firstly, a quantitative approach will be employed to deal with the statistics of all background colors and images, and the main multimodal content features of these textbooks will be analyzed. Secondly, the images will be interpreted and discussed in a quantitative and qualitative approach to examine how they construct the three meanings of Visual Grammar respectively. Last but not the least, the semantic relationship in meaning-construction between language and the image is analyzed under the framework of Intersemiotic Complementarity.The major findings of the present study indicates that, images in this set of textbooks reach the purpose of realizing Visual Grammar through construing the representational, interactive and impersonal meanings. The narrative representation is employed as the dominant type of representational meaning, as it describes what and how activities or things happen. Reactional process is more preferred among the three processes of narrative representation. In realizing interactive meaning, offer type overwhelmingly dominants the feature of contact. Intimate distance takes the most percentage in social distance. Both offer and intimate distance are helpful in establishing friendly relationship through involving the interactive participants together. The compositional devices include information value, framing and salience. The outstanding features of information value are suggested by given and ideal. With reference to salience, most images locate in the center position. Images in this set of textbooks are the information resource while the texts provide some complementary information for listening, so they are more salient than texts. The framing device--clear lines is the most frequently used, as it makes the layout clear and tidy.According to the results of relationships between images and texts under the framework of Ideational Intersemiotic Complementarity, repetition and synonymy are the main types of semantic relations. Repetition is the most frequent interrelation and synonymy follows as the second. Through analyzing these two semantic relations, these interplays between images and texts function as explanation and complementation for each other in meaning-making.Several implications for improving students’ multiliteracies are provided based on the results of this study. Textbooks provide students with knowledge and academic skills, and they can be used to cultivate students’ multiliteracy as well. Through the multimodal approach of learning, students can get a deep understanding of the new knowledge and practice the skill of knowing multimodality as well. Based on students’ cognitive competence, teachers need to analyze the textbooks deeply to understand and make the best of these multimodal teaching approaches in the textbooks, and enhance students’ learning interests by strengthening the effect of classroom teaching. With a better understanding of the multimodal discourses in textbooks, teachers can accomplish the pedagogical goals more easily.更多还原