外语教师多模态话语与学生学习积极性的关系研究

Correlation between the Teacher's Multimodal Discourse and the Students' Learning Enthusiasm

本文运用动机理论、注意层次理论和多模态话语分析理论,以教师的人格魅力和理念为基础,建立了一个在外语课堂教学中运用合适的多模态话语来激发学生的学习积极性的理论模式。然后,通过问卷调查、网上投票,发现了外语教师多模态话语类别和形式与学生学习积极性关系密切,并总结出最受大学生欢迎的大学英语教师教学理念和策略、教学方式和教学态度及其相关多模态话语类型;通过教学实验,证实了以上理论模式的有效性。最后提出了如何更加有效地使用各种教学理念、措施、方法和模态来提高教学效果的建议,使大学英语教学更加以人为本,激发学生的学习热情、兴趣和积极性。

The discourse in foreign present article sets up a theoretical framework for the selection of the appropriate muhimodal language teaching classroom to inspire the students＇ learning enthusiasm on the basis of the theory of muhimodal discourse analysis, motivation theory, Norris＇ s attention level theory and the teacher＇ s personality charms and conception of teaching. On the basis of the framework, we find that students＇ learning enthusiasm is closely correlated with the type and form of the teacher＇ s multimodal discourse in the foreign language teaching classroom through questionnaires and Internet voting, and we have also discovered the teacher＇ s conceptions of teaching, teaching strategies, modes of teaching, attitudes towards teaching that are best liked by the students. On the basis of these new findings, we have carried out a teaching experiment on the validity of the theory, and confirmed the effectiveness of the above theoretical framework. At last, we have made several suggestions on how to make a better use of the teaching conceptions, means, methods and modalities in the College English Teaching classroom so as to make College English teaching students-oriented to simulate their learning enthusiasm and interest, and achieve better teaching results.