英语课堂教学的模态调用研究——多模态教学文体学视角

On the Choice of Modes in English Classroom Teaching:A Multimodal Pedagogical Stylistics Perspective

多模态文体学的前景化特征分析为英语课堂教学的模态调用研究提供了新视角。本文以多模态文体学理论为基础,提出了英语课堂教学多模态文体分析路径,并分析了第十届“外教社杯”全国高校外语教学大赛视听说组特等奖教学视频的模态和模态间关系前景化特征及其效应,发现其主要特征表现为语言是主模态,音频和图像模态重复或突出强化语言内容,肢体模态增进学习体验,且模态适配度高。据此提出依据教学语境和教学目的选择模态,强化语言模态主体地位,合理利用音频、图像和肢体模态,适配多模态,强化模态文体意识的英语课堂教学模态调用建议。

The analysis of the foregrounded features in multimodal stylistics provides an insightful perspective for the study of mode choices in English classroom teaching.On the basis of the multimodal stylistic theory,this study constructed an analytical approach for the stylistic analysis of multimodal classroom discourse and analyzed the foregrounded mode features of the Audiovisual Group Grand Prize Teaching Video of the 10th SFLEP National College English Teaching Contest and their effects.It is found that the meaning-construction of this multimodal classroom discourse is characterized by the dominance of verbal mode,repetitive and prominent reinforcement of the meanings of verbal mode by audio mode and visual images,enhancement of the embodied learning experience by body language and the appropriateness of mode coordination.Therefore,we propose that teachers should select modes based on the teaching context and objectives,reinforce the dominant role of the verbal mode,make proper use of the audio mode,visual images and body language,appropriately incorporate multi-modes,and cultivate the stylistic awareness of modes in English classroom teaching.