情态分析在多模态外语教材研究中的应用探析

Modality Analysis of Multimodal EFL Pedagogic Discourse

本文在回顾语言学和符号学情态研究的基础上,以社会符号学视觉情态理论为框架,结合外语教材语篇中的多模态特征,从三个方面探讨情态分析在教育语篇研究中的应用:不同教育语境中的情态选择对比;宏观语篇体裁内部的情态选择差异;情态编码取向在教材语篇中的比例问题。

The link between linguistics, social semiotics, and pedagogy forms the nexus of the present study, with the concept of ＇ modality＇ as the focal point. After a retrospective review of the linguistic concept ＇ modality＇ and how it can be adapted to multimodal discourse, this paper explores visual modality with special reference to EFL pedagogic context in three aspects ： 1 ） modality in texts for different educational levels; 2） modality in macrogenre; 3 ） proportion of various coding orientations in pedagogic discourse. It is found that what counts as real is socially defined and specific to a given communicative context. The paper concludes with a discussion of the implications for using visual modality in pedagogic discourse.