外语课堂上的多模态语用文化介入模式探讨

A Multi-modal Pragma-cultural Embedded Model in EFL Teaching

外语教学过程是一个多种符号交织、构建意义的动态过程。这个过程本身是交际,而这个过程的目标指向是运用语言进行交际的能力。因此,意义构建过程参与的不仅仅是语言本身,而是与语言共同作用的各种文化符号。要想让各种符号在课堂上产生真实语境下的意义,我们需要把语言重新置身于它本来存在的情境中,因此,我们需要考虑交际中的常态:多模态介入。该文旨在通过对外语学习本质的讨论提出一种以实际课堂操作为基础的多模态语用文化介入模式。

Language teaching and learning is actually a dynamic process of constructing meaning by means of multiple signs in different modalities.This process itself is communication,but also aims at cultivating the ability of using language to conduct communication.Therefore,the process does not only involve language,but also many other signs that interact with language during the process.To make the signs meaningful in classroom,we need resurrect them in a contextualized situation,which reminds us of the multi-modality nature of communication.This thesis aims at proposing an integrated model of embedding pragma-linguistic culture into classroom EFL teaching and learning by taking into consideration the element of multi-modality in communication.