多模態(tài)話語是運(yùn)用聽覺、視覺、觸覺等多種感覺,通過語言、圖像、動作等多種手段和符號資源進(jìn)行交際的現(xiàn)象。20世紀(jì)90年代,多模態(tài)話語分析成為語言學(xué)界談?wù)摰臒狳c(diǎn),近幾年,也倍受國內(nèi)外學(xué)者關(guān)注。然而,從研究角度來看,相關(guān)研究對象多為大學(xué)和中學(xué)教師,而且大多數(shù)都是對靜態(tài)內(nèi)容的研究。對初級教學(xué)者,即少兒英語教師的動態(tài)研究甚少,尤其對教育機(jī)構(gòu)初級教師的動態(tài)研究幾乎屬于空白。本論文采用定量和定性分析相結(jié)合的研究方法,基于Kress和van Leeuwen的視覺語法和張德祿的模態(tài)關(guān)系框架,探討教育機(jī)構(gòu)英語教師大賽中各階段模態(tài)使用情況及為有效實(shí)現(xiàn)概念功能、交際功能和語篇功能模態(tài)綜合運(yùn)用情況。本研究應(yīng)用多模態(tài)話語標(biāo)注軟件ELAN5.0.0,對四位英語教師賽課視頻進(jìn)行觀察和標(biāo)注。研究過程為:首先,收集英語教師賽課視頻,通過仔細(xì)觀察,選出4段視頻,用格式轉(zhuǎn)換軟件——格式工廠對4段視頻中無效內(nèi)容進(jìn)行剪切。其次,反復(fù)觀察4段視頻,確定視頻中所涉及到的模態(tài),定義要標(biāo)注的模態(tài)類型和下屬層級,并對其進(jìn)行賦碼。接著,利用軟件ELAN5.0.0對視頻進(jìn)行系統(tǒng)標(biāo)注,統(tǒng)計(jì)出每位教師模態(tài)使用的總體特征。最后,對視頻的標(biāo)注結(jié)果進(jìn)行切...

【文章頁數(shù)】：73 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Outline of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Multimodal Discourse Analysis
    2.2 Development of Multimodal Discourse Analysis
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 Multimodal Discourse Analysis on English Teaching
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
Chapter Three Theoretical Foundations
    3.1 Visual Grammar
        3.1.1 Representational Meaning
        3.1.2 Interactive Meaning
        3.1.3 Compositional Meaning
    3.2 A Synthetic Framework
        3.2.1 Complementary Relationship
        3.2.2 Non-complementary Relationship
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Data Collection
    4.3 Research Tool: ELAN5.0.0
    4.4 Research Procedures
Chapter Five Results and Discussions
    5.1 Features of Primary English Teaching Contest in Training Institution
    5.2 Analysis of Modalities in Different Phases
    5.3 Analysis of Modalities' Meaning in Different Phases
        5.3.1 Construction of Representational Meaning
        5.3.2 Construction of Interactive Meaning
        5.3.3 Construction of Compositional Meaning
    5.4 Analysis of Modalities' Relationship in Different Phases
        5.4.1 Complementary Relationship
        5.4.2 Non-complementary Relationship
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
Bibliography
Published Papers
Resume
Acknowledgements



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