發(fā)布時(shí)間：2020-12-18 04:56

　　隨著科學(xué)技術(shù)的發(fā)展,英語教學(xué)過程中的多模態(tài)話語分析應(yīng)運(yùn)而生,并很快成為話語分析領(lǐng)域最熱門的研究課題之一。本研究的重點(diǎn)是通過英語慕課的多模態(tài)話語分析,找出多模態(tài)在慕課中的分布特征,從而幫助學(xué)習(xí)者有效地利用多模態(tài)來學(xué)習(xí)英語。本研究的另一個(gè)重點(diǎn)是探索多模態(tài)之間的關(guān)系及其在慕課中的功能,以期幫助教師根據(jù)不同模態(tài)的功能和效果建立準(zhǔn)確的教學(xué)計(jì)劃。本研究主要圍繞三個(gè)研究問題展開:(1)不同模態(tài)在英語慕課中的分布呈現(xiàn)出哪些特征?(2)在英語慕課中,不同模態(tài)之間有什么關(guān)系?(3)在英語慕課中,不同模態(tài)如何實(shí)現(xiàn)元功能?本研究的理論基礎(chǔ)是系統(tǒng)功能語法。Kress和Van Leeuwen的視覺語法(1996)、張德祿的多模態(tài)語篇分析綜合理論框架(2009)和Norris的九種交際模式(2004)也為本研究提供了理論框架。本研究從Coursera和edX這兩大慕課網(wǎng)站上下載了十五個(gè)英語慕課作為研究材料,根據(jù)張德祿的多模態(tài)語篇分析綜合理論框架(2009)和Norris的多模態(tài)交互分析框架(2004),建立了九個(gè)層次的編碼方案,并在ELAN中加以標(biāo)注。本研究發(fā)現(xiàn)英語慕課中不同模態(tài)的分布情況以及視覺模態(tài)和聽覺模態(tài)在英... 

【文章來源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：92 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Objectives and Significance of this Study
    1.3 Structure of this Thesis
Chapter Two Literature Review
    2.1 Multimodal Discourse Analysis
        2.1.1 Definitions of Multimodal Discourse
        2.1.2 Multimodal Discourse Analysis from the Perspective of SystemicFunctional Grammar
            2.1.2.1 Multimodal Discourse Analysis Based on Social Semiotics
            2.1.2.2 Multimodal Discourse Analysis Based on Visual Grammar
            2.1.2.3 Multimodal Discourse Analysis Within the Synthetic TheoreticalFramework of MDA
        2.1.3 Studies on Multimodal Discourse Analysis
            2.1.3.1 Studies on Static Multimodal Discourse
            2.1.3.2 Multimodal Studies on Classroom Discourse （DynamicDiscourse）
        2.1.4 Challenges and Limitations of Multimodal Discourse Analysis
    2.2 Massive Open Online Courses （MOOCs）
        2.2.1 The Origin and Definition of MOOCs
        2.2.2 Previous Studies of MOOCs on Language Learning
        2.2.3 Challenges Faced by MOOCs
    2.3 Research Gaps
Chapter Three Theoretical Framework
    3.1 Visual Grammar
        3.1.1 Representational Meaning
        3.1.2 Interactive Meaning
        3.1.3 Compositional Meaning
    3.2 Synthetic Theoretical Framework of MDA
    3.3 Communicative Modalities in Interactive Multimodal Discourse Analysis
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Materials
    4.3 Instrument
    4.4 Coding Scheme
    4.5 Research Procedures
Chapter Five Results and Discussion
    5.1 Distribution of Different Modalities in English MOOCs
        5.1.1 The Frequency of Different Modalities of English MOOCs
        5.1.2 The Distribution of Different Modalities in Different Teaching Steps
    5.2 The Relations of Different Modalities of English MOOCs
        5.2.1 Pure Spoken Language and Gestures
        5.2.2 Pure Spoken Language and Facial Expressions
        5.2.3 Pure Spoken Language and Gazes
        5.2.4 Pure Spoken Language and Visual Texts
        5.2.5 Pure Spoken Language and Images
        5.2.6 Pure Spoken Language and Images & Texts
        5.2.7 Pure Spoken Language and Para-language
    5.3 Meta-functions Realized by Different Modalities in English MOOCs
        5.3.1 Representational Meaning
            5.3.1.1 Narrative Process
            5.3.1.2 Conceptual Process
        5.3.2 Interactive Meaning
            5.3.2.1 Contact
            5.3.2.2 Social Distance
            5.3.2.3 Attitude
            5.3.2.4 Modality
        5.3.3 Compositional Meaning
            5.3.3.1 Information Value
            5.3.3.2 Salience
            5.3.3.3 Framing
Chapter Six Conclusion
    6.1 Major Findings and Implications
    6.2 Limitations of this Study
    6.3 Suggestions for Further Research
References
Acknowledgements
學(xué)位論文評(píng)閱及答辯情況表



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