多模态教学下的多元识读能力培养实证研究

An Empirical Study on Developing Multi-literacies in Multimodal Teaching

本研究以南通理工学院60名非英语专业大一学生为研究对象,进行了为期一学年的教学实验,分别从大学英语水平测试、学生PPT演示报告、以及文化识读能力评估这三个方面来研究多模态教学对学生多元识读能力的影响。结果表明:多模态教学下的多元识读能力培养模式比传统的语言识读培养模式更能有效地提高学生的语言识读、技术识读和文化识读等多元识读能力。

This research takes 60 non-English major freshmen in Nantong Institute of Technology as re search subjects to conduct a one-school-year teaching experiment. The effects of multimodal teaching on students' multi-literacies are analyzed from three perspectives: College English proficiency test, PPT pre sentation, and cultural literacy assessment. The results show that the multimodal teaching mode is more ef fective than the traditional mode, in terms of improving students' multi-literacies, such as language literacy, technology literacy, and culture literacy.