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discourse  analysis  on  College  English  Reading  by  focusing  on  three  sub-types  of expansion  of  logic-semantic  relations-elaboration,  extension  and  enhancement between  visual  texts  and teacher’s talk, and then finds  out  how  the  use  of  different kinds  of  visual  texts  elaborates,  extends,  and  enhances  teacher’s  talk  in  order  to achieve teacher’s teaching objectives. Firstly, the author carries on a detailed analysis of the three relations between graphological texts and teacher’s talk and then finds out how  the  teacher  uses  graphological  texts  to  elaborate,  extend, and enhance teacher’s talk.  Secondly,  the  author  makes  a  study  of  the  relations  between  static  pictures  and teacher’s talk in order to make clear the ways that the use of static pictures elaborates, extends,  and  enhances  teacher’s  talk.  Thirdly,  the  relations  between  videos  and teacher’s  talk  are  analyzed  with  the  purpose  of  figuring  out  how  the  videos  is deployed  in  this  course  to  elaborate,  extend, and enhance teacher’s talk.  In  the  end, the summary is made on the basis of the analysis and discussion of the visual texts. 

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Conclusion 

Since  the  pictures  and  videos  in  the  College  English  MOOC  have  been  analyzes  at length  in  chapter  4,  this  chapter  will  conduct  a  summary  of  major  findings  of  this thesis in the first place. Then, the author will present the implications in relation to the theoretical  implication  and  pedagogical  implications,  followed  by  limitations  of  the present research in the end. It is necessary to review the research questions in this thesis: 1) How does the use of visual  texts  elaborate  teacher’s  talk?  2)  How  does  the  use  of  visual  texts  extend teacher’s  talk? 3) How does the use of  visual  texts enhance teacher’s talk? On  the basis  of  the  analysis  of  data  and  discussion  in  chapter  4,  the  answers  to  the  three questions are presented in the following paragraphs.  In terms of the visual texts used in College English Reading, the author classifies them into three types: graphalogical texts, static pictures and videos.       According  to  the  analysis  of  the  relations  between  graphological  texts  and teacher’s  talk  in  the  chapter  four,  the  author  finds  that  the  relations  between graphological  texts  and  teacher’s  talk  mainly  are  two  kinds:  enhancement 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。