摘要:本文是英语论文范文,本研究以某校大学英语学生的课堂多模态语篇为研究材料,开展定性与定量相结合的研究,通过观察法、调查法、作品分析法分析了学生多元识读能力意识及水平,并试图探讨学生群体内部的多元识读能力的特点及差异。
use, th e first is the v ariety of meaning-making in different culture, social or professional contexts, and the second is the nature of new comm unications technologies (Cope and Kalantzis 2006: 23). In this
thesis, multiliteracies is understood in term s of la nguage learning, it should be com prehensive language reading and writing sk ills, social s kills, technological literacy, i.e., multimodal literacy.
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2.2 Multimodalality and Multiliteracies
Multimodality is key to a multiliteracies approach. M odes are the com ponents and conventions of representing, expressing, and communicating meaning within any media or genre, such as sound, color, tone, music, and texture (Jewitt and Kress, 2003). Modes interact and combine in multi-layered ways; hence, students need complex, interconnected processes for creating, consuming, and communicating ef fectively across m ultiple media, navigating multiple cultures and codes, and (re)acting a ppropriately to others. Darts (2006) points out that “as texts m ultiply exponentially, attending to their m ultimodal aspects becomes increasingly important. ELA teachers can use multim odal texts that address contemporary messages and concern s”. Teachers' knowledge of exa mples of these texts can support implementation of this curricular framework and facilitate wider distribution. Studies on multiliteracies and multimodalities in teaching and learning area are two sides of the sa me question. An understanding of muliliteracies cannot av oid referring to the research of multimodality. It is th e study of multimodality that paves w ay for multiliteracies research, mainly providing theo retical basis. The m ost widely borrowed two are System etic Functional Semiotics and Multimodal International Analysis (Zhang Zuocheng 2014: 10-15). Comparing these two theories and m ethods, it can be concluded that context in System etic Functional Semiotics is significant, being seen as an ind ependent level; and in Multimodal International Analysis, context is not a separate layer , various modals except language are at the same time not being used as context, but resources to preach meaning. The former is more suitable for the analysis of two-dim ensional dynamic discourse, and the latter is m ore practical in the discourse analysis of the interactive three-dimensional multimodal texts.
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Chapter Three Methodology ..... 9
3.1 Research Questions ..... 9
3.2 Participants .... 9
3.3 Research Instruments ....... 10
3.4 Data Collection .......... 11
3.5 Data Analysis ...... 14
3.5.1 Data Description ..... 14
3.5.2 Analysis Tool .......... 14
3.5.3 Analysis Methodology .......... 16
Chapter Four Results and Discussion ......... 18
4.1 Preliminary Analysis of Students’ Multimodal Discourse ....... 18
4.2 Results and Findings of Product Analysis .... 22
4.3 Results and Findings of Surveys .... 33
4.4 Summary ..... 38
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