大学英语泛口语类教材多模态分析与多元识读被引量：1

Multimodal Analysis of College English Speaking Textbooks and Multiliteracies

下载PDF

导出

摘要通过对现行大学英语泛口语类教材多模态化分析,尝试将多模态话语和多元识读理论运用到大学英语口语教材的编写中,建立多模态语篇并关注语言文字与视听觉模态之间意义建构的互动机制;同时融入多元识读中的"设计"理念,让学习者在文化多元性和世界连通性的背景下,通过听觉、视觉、体势、空感等渠道进行多模态学习,并对多媒介信息进行批判性识读。 Through the muhimodal analysis Of six College English speaking textbooks, this article at- tempts to apply the theories of muhimodality and muhiliteracies to the compilation of speaking text- books and establish the muhimodality in the new-compiled textbooks. Meanwhile, the article focuses on the interaction between language and visual-audio bimodality to make meaning. The compilation of new speaking textbooks integrates the ＂design＂ concept in order to help equip language learners with the muhiliteracies ability of understanding multimedia information through visual, audio, ges- tural or spatial modalities in the context of cultural diversity and world connectedness.

作者葛俊丽

机构地区浙江工业大学外国语学院

出处《浙江工业大学学报（社会科学版）》 2014年第4期459-464,共6页 Journal of Zhejiang University of Technology：Social Sciences

基金浙江省高等教育课堂教学改革项目(KG2013052) 浙江省教育科学规划研究课题(2011SCG49)

关键词多模态话语多元识读设计意义建构 multimodal discourse multiliteracies design meaning making

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献23

1New London Group. A pedagogy of multiliteracies : Designing so-cial futures[ J]. Harvard Educational Review, 1996, (1): 60-93.
2Kress G. Multimodality[ A]. Multiliteracies: Literacy Learningand the Design of Social Futures [ C ]. London : Routledge,2000.179-200.
3朱永生.多模态话语分析的理论基础与研究方法[J].外语学刊,2007(5):82-86. 被引量：1738
4Kress G, van Leeuwen T. Multimodal Discourse: The Modes andMedia of Contemporary Communication [ M ]. London : Arnold,2001.10.
5张德禄.多模态话语分析综合理论框架探索[J].中国外语,2009,6(1):24-30. 被引量：1832
6Kress G,van Leeuwen T. Reading Images: The Grammar of Vis-ual Design[ M]. London: Routledge,1996. 35-40.
7Kress G. Literacy in the New Media Age[ M]. London: Rout-ledge, 2003. 57-65.
8Lemke J L. Multiplying meaning: Visual and verbal semiotics inscientific text[ A ]. Reading Science : Critical and Functional Per-spectives on Discourses of Science [ C ]. London : Routledge,1998.87-113.
9Lemke J L. Travels in hyper modality[ J]. Visual Communica-tion, 2002, (1): 299-325.
10O’ Halloran K L. Mathematical and scientific forms of knowl-edge: A systemic functional multimodal grammatical approach[A]. Language,Knowledge and Pedagogy[ C]. London & NewYork: Continuum, 2007. 205-238.