话语多声互动的多模态构建方式解析——以语言教材话语为例  

Multimodal Construal of Heteroglossia:Evidence from Language Textbooks

作　　者：陈瑜敏[1] 黄国文[1] 

机构地区：[1]中山大学外国语学院

出　　处：《外语电化教学》2009年第6期35-41,共7页Technology Enhanced Foreign Language Education

摘　　要：本文以社会符号学为理论框架，运用人际功能研究中的介入、分级概念，将话语多声研究扩展到多模态交际语境，探讨多声互动的类型和程度。通过辨析介入意义的五类多模态实现方式及其子范畴的多声介入程度，发现同一介入意义可以由不同符号资源来体现，同一符号资源在不同语境下可以体现不同的介入意义，表达同一介入意义的同种符号资源又可以体现不同强度的赋值语义。合理运用多模态符号资源，有助于解决语言教材编写和使用中的一些具体问题。This paper investigates how multimodal resources are co-deployed to enable the construal of heteroglossia in discourse. Adapting and extending the engagement and graduation systems to muhimodal discourse, it shows that verbal and visual semiotic resources function to realize various kinds and degrees of heteroglossia. It is found that one type of engagement meaning can be realized through different muhimodal devices, whereas one type of multimodal resource may encode different engagement meanings. The way in which a certain engagement value can be scaled is strongly associated with the intrinsic property of a given multimodal resource. It concludes with a discussion of the implications for using multimodal engagement and graduation resources in language teaching materials

关 键 词：多声 介入 分级 社会符号学 多模态构建方式 语言教材 

分 类 号：H319.3[语言文字—英语]