多模态外语教学:图文资源的整合——以人教版小学英语教材中故事部分为例

Multimodal Foreign Language Teaching:Blending of Image and Language Resources

以人教版小学英语教材故事部分的多模态语篇为语料,分析了283幅图像及其与文本之间的图文关系,旨在探索多模态外语教学中图文资源的整合。结果显示:三年级上至四年级上图文状态均为图文互补,四年级下至六年级上图文独立处于主导地位,六年级下占统治地位的则是图从属文。三年级上至四年级上图文逻辑语义关系都为投射言辞;四年级下详述的语义关系占主导,而六年级下的语义关系则主要是延伸;处于过渡期的五年级教材,图文关系形式多样,但以组合关系为主。这表明人教版小学英语教材中的故事语篇里,图像和语言在形式及语义上进行了合理有效的符号资源整合,如果加以充分利用,将对我国小学生多模态识读能力的培养具有较强的促进作用。此外,小学外语教师还可借助英语教材中的多模态英语故事作品培养小学生诚实、分享、公平、正义等传统美德,从而实现教(英语)单科育全人的教学目标。。

Based on the corpus of multimodal stories in a primary English textbook, weanalyzed the image-text relations between 283 images and their relative language content, aiming at exploring the blending of image and language resources in multimodal foreign language teaching and learning. The results show that the status of image-text from the Grade 3＇s textbookⅠ to Grade 4＇s textbook Ⅰis totally complementary, that image-text independent status dominated from Grade 4＇s textbook Ⅱ to Grade 6＇s textbook Ⅰ , and that image subordinate to text status prevails in Grade 6＇s textbook Ⅱ . With regards to the logico-semantic relations of images and texts, it was found that the Grade 3＇s textbook Ⅰ to Grade 4＇s textbook I is completely projection of locution （or wording）, that elaboration dominating in the Grade 4＇s textbook Ⅱ , and that Grade 6＇s textbook Ⅱ is extension. The image-text relationship in the transiting textbooks of Grade 5 is diversified but characterized by combination. The results demonstrate that the resources of images and texts in the multi-modal stories of primary English textbook blended at the level of both form and meaning, which is of great significance to cultivating the primary students＇ multiliteracies in China if used appropriately. The primary English teachers can develop the students＇ traditional moral virtues like honesty, sharing, faimess and justice with the help of such multimodal English stories in the textbooks. Therefore, they can also nurture the student＇s holistic development while teaching English as a language.