本人多年從事輪機(jī)英語(yǔ)教學(xué)與研究,發(fā)現(xiàn)輪機(jī)英語(yǔ)教學(xué)存在諸多困難,其一就是使用的教材的問題。本文運(yùn)用多模態(tài)話語(yǔ)分析理論分析現(xiàn)行統(tǒng)編教材《輪機(jī)英語(yǔ)》(操作級(jí))的模態(tài)特征以及針對(duì)編寫多模態(tài)性輪機(jī)英語(yǔ)教材提出一些建議,以提高輪機(jī)英語(yǔ)教學(xué)質(zhì)量。本研究以中國(guó)海事服務(wù)中心組織統(tǒng)一編寫的《輪機(jī)英語(yǔ)》(操作級(jí))作為研究對(duì)象,采取定量和定性相結(jié)合的研究方法,對(duì)來自全國(guó)31所航海類高等院校輪機(jī)工程技術(shù)專業(yè)的學(xué)生和輪機(jī)英語(yǔ)老師進(jìn)行問卷調(diào)查和訪談,廣泛征集他們對(duì)該教材模態(tài)方面的評(píng)價(jià)和改進(jìn)建議。本文得出的研究結(jié)論如下:彩色插圖、音頻、視頻和動(dòng)畫材料等模態(tài)元素的運(yùn)用對(duì)輪機(jī)英語(yǔ)教學(xué)效果有很大幫助,但從多模態(tài)視角考察現(xiàn)行的《輪機(jī)英語(yǔ)》(操作級(jí)),其視覺模態(tài)、聽覺模態(tài)、PPT課件、在線資源等模態(tài)資源存在諸多局限。本文作者建議在多模態(tài)話語(yǔ)分析理論指導(dǎo)下,建設(shè)一本涵蓋彩色插圖、音頻、視頻、動(dòng)畫等多模態(tài)資源的輪機(jī)英語(yǔ)教材,并通過設(shè)計(jì)一個(gè)多模態(tài)化的輪機(jī)英語(yǔ)課堂教學(xué)示例將教材運(yùn)用到教學(xué)實(shí)踐。本研究是運(yùn)用多模態(tài)話語(yǔ)分析理論對(duì)現(xiàn)行教材《輪機(jī)英語(yǔ)》(操作級(jí))進(jìn)行的首次分析,希望能夠?yàn)榻窈缶帉懸惶锥嗄�態(tài)性輪機(jī)英語(yǔ)新教材提供一定的思路,同時(shí)能...

【文章頁(yè)數(shù)】：137 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Research Questions
    1.4 Layout of the Thesis
Chapter 2 Literature Review
    2.1 Some Basic and Relevant Concepts
        2.1.1 Modality
        2.1.2 Multi-modality
        2.1.3 Multimodal Discourse Analysis
    2.2 Origin and Development of MDA
        2.2.1 Studies on MDA Abroad
        2.2.2 Studies on MDA in China
    2.3 Related Studies on EME Textbooks
        2.3.1 Introduction to EME and its Textbooks
        2.3.2 EME (Operational Level) as the Research Subject
        2.3.3 Researches on EME Textbooks in China
    2.4 Researches on Multimodal Textbooks
        2.4.1 Definition of Multimodal Textbooks
        2.4.2 Studies on Multimoda Textbooks Abroad
        2.4.3 Studies on Multimodal Textbooks in China
Chapter 3 Research Methodology
    3.1 Research Subject
    3.2 Instruments
        3.2.1 Questionnaire
        3.2.2 Interview
    3.3 Data Collection
Chapter 4 Results and Discussion
    4.1 A Multimodal Analysis of EME (Operational Level)
        4.1.1 The Visual Modality
        4.1.2 The Auditive Modality
        4.1.3 PowerPoint
        4.1.4 The Online Resources
    4.2 Suggestions for Compiling a New Multimodal EME Textbook
        4.2.1 Compilation Principles for a New Multimodal EME Textbook
        4.2.2 Imbedding Multimodal Features into a New Multimodal EME Textbook
    4.3 A Suggested Teaching Model with the New Multimodal EME Textbook
        4.3.1 Impact of a Multimodal Textbook on Teaching and Learning
        4.3.2 Suggested Teaching Methods for the New Multimodal EME Textbook
        4.3.3 Designing a Teaching Model with the new multimodal EME textbook
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Limitations of the Study
    5.3 Suggestions for Further Study
References
Appendix
Acknowledgements
作者簡(jiǎn)歷及攻讀碩士學(xué)位期間的科研成果



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