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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-07-08编辑:vicky点击率:4553
论文字数:46855论文编号:org202107021441491946语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文发表多元读写教学法初中英语写作教学写作动机写作成绩
摘要:本文是一篇英语教学论文发表,为了扩大多媒体教学的应用范围,解决初中英语写作教学中存在的问题,作者提出了多媒体教学的框架,并将其应用于写作教学中。
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Chapter Two Literature Review
2.1 Multiliteracies Pedagogy
Multiliteracies pedagogy was developed by the New London Group in themid-nineties (New London Group 1996). The New London Group (1996) argue thatthe notions of design, available designs and redesign are fundamental to how wemake meaning with modern texts. Designing on-screen has not only transformed howwe make meaning, but also, transformed ways of reconstructing and renegotiating ouridentities.
2.1.1 Overview of MP
Introduced in 1996, Multiliteracies Pedagogy was grounded in two main ideas: (i)the expanding variety of text forms related to the expansion of mass media,multimedia and the Internet, and (ii) the increasing importance of linguistic andcultural diversity (New London Group 1996). The MP aims to create “learningenvironments in which the blackboard, textbook, exercise book and test areaugmented and at times replaced by digital technologies” (Kalantzis & Cope 2005).This pedagogy recognizes that not every learner brings the same lifeworldexperiences, linguistic ability, sociocultural resources, and interests to their learning,and it supports a multimodal approach where learners move between linguistic, visual,auditory, gestural and spatial modes of meaning-making and learning (Kalantzis &Cope 2005).
Figure 2-1: The Design Elements of Different Modes of Meaning
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2.2 Previous Studies on Multiliteracies Pedagogy
The Multiliteracies Pedagogy is a relatively young research object in education,with a history of only over 20 years. But many scholars and researchers have been thepotential of this new pedagogy and done much research on it. This part presentsprevious researches on the Multiliteracies Pedagogy abroad and at home.
2.2.1 Related Studies Abroad
In recent years, researchers have engaged in important dialogues about the needfor students to develop broad repertoires of literacy practices that are not onlyconfined to the traditional ability of reading and writing (Tan 2006; Pillai 2007; Cope& Kalantzis 2009; Cole & Moyle 2010). With rapid transformations occurring intoday’s interconnected technological world, it is relevant to integrate the teaching andlearning of writing skills within electronic and digital environments. Therefore, intoday’s writing classrooms, the role of the teacher is critical in providing ampleopportunities for students to engage with teaching materials that allow students tobring the people, languages, values, ideas and experiences of their lives outside theclassroom into their writing repertoires.
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