职前英语教师多模态课堂话语分析的个案研究——系统功能语言学视角

【摘要】 文章以Halliday三大元功能以及张德禄多模态话语分析综合理论框架为理论依据,对一节初中阅读课堂进行分析,探讨职前英语教师多模态课堂话语的模态形式和组合特点,分析不同模态形式之间的关系和体现的意义。结果表明,受课型及教学目标影响,职前英语教师在多模态课堂话语中主要采用听觉模态(口头语言为主)和视觉模态(阅读书面材料)以及主要采用口语与书面语的模态组合。不同模态间以互补关系为主,尤其是强化关系;不同模态的互相配合,共同实现了构建了多模态话语意义的构建。更多还原

【Abstract】 Based on Halliday’s metafuntion and Zhang Delu’s comprehensive theoretical framework for multi-modal discourse analysis, this paper analyzes a junior high school reading class, explores the modal forms and combination characteristics of an English pre-service teachers’ multi-modal classroom discourse, and analyzes the relationship and meaning of different modal forms. The results show that, influenced by the lesson type and teaching objectives, the teacher mainly uses auditory modal(oral language as the main language) and visual modal(reading written material), and spoken and written language is the major combination. The relationship between different modals is chiefly complementary, especially the strengthening one. The cooperation of different modals realizes the construction of the meaning of multi-modal discourse.更多还原