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g  channel  and  communication  model.  For  example,  people can communicate with each other by the phone, blog or chat on the internet except for face  to  face  verbal  communication.  Moreover,  now  Internet  and  multimedia  change the nature of text itself by adding to other modes, such as images, charts and videos. And in the field of teaching, teachers not only use the teacher’s talk and chalk, but also  apply  different  modes  including  pictures,  videos,  music,  different  front  size  and color  to  present  and  explain  teaching  contents.  Therefore,  the  meaning  of  whole discourse could not be explained completely merely by analyzing the language. Under this circumstance, the Multimodal Discourse Analysis emerges and develops.       From  the  aspect  of  discourse  analysis  theory,  the  traditional  discourse  analysis focuses  on the study of language use ‘above the sentence’  (Ledema 2003).  It  mainly consists  of  two  schools.  One  centers  on  talk  and  interaction  (Hyme  1972a,  1972b; Coulthard  1977;  Berry  1981;  Tannen  1984;  Sinclair  &  Coulthard  1992);  the  other emphasizes  on  cohesion  in  longer  written  texts  (Halliday  &  Hasan1976;  Van  Dijk 1977).  However,  in  the  late  of  1970s,  critical  linguistics  combined  the  two  schools forming the critical discourse analysis marked by Language and control (Fowler et al 1979).  The  critical  discourse  analysis,  by  the  means  of  analyzing  the  three meta-functions components of the discourse and the realization of its lexical grammar, explores society, power relationship and some questions on ideology.   
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Chapter 3 Methodology ....... 26
3.1 Research Setting...... 26 
3.2 Data Collection and Transcription ........... 27 
3.3 Brief Introduction to the Course .............. 27 
3.4 Distribution of Visual Texts .......... 29 
3.5 Data Coding ............ 30 
Chapter 4 Analysis and Discussion of Visual Texts ......... 35 
4.1 Analysis of the Relations between Graphological Texts and Teacher’s Talk ......... 35 
4.2 Analysis of the Relations between Static Pictures and Teacher’s Talk ........... 41 
4.3 Analysis of the Relations between Videos and Teacher’s Talk ............ 51 
4.4 Summary ...... 61 Chapter 5 Conclusion ........... 63 
5.1 Major Findings ........ 63 
5.2 Pedagogical Implications .............. 65 
5.3 Limitations of the Study..... 67 

Chapter 4 Analysis and Discussion of Visual Texts

In this chapter, within the analytical framework of multimodal discourse analysis that the  previous  chapter  has  introduced,  the  thesis  intends  to  carry  on  a  multimodal 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。