基于ELAN的多模态话语研究——以大学英语教师课堂话语为例  

A Study of Multi-modal Discourse Based on ELAN ——A Case Study of a Teacher's Classroom Discourse of College English

作　　者：张立新[1] 

机构地区：[1]南京航空航天大学外国语学院,江苏南京210016

出　　处：《现代教育技术》2012年第7期54-58,共5页Modern Educational Technology

基　　金：江苏省教育厅2009年度高校哲学社会科学基金项目"多模态话语的认知分析与建构"(项目编号:09SJD740013)部分成果

摘　　要：借助ELAN 4.1.2软件,对大学英语教师课堂多模态话语的模态、语言符号进行了分层标注、统计和功能认知分析。研究显示,教师在建构"概念再现意义"中,主要采用视觉和口头模态,以言语为主;在建构"人际互动意义"部分,更多在社交距离中采用动作、目光等触觉模态和视听、视觉模态,较多使用短片、图片、颜色、声音等伴语言协商情感和态度;在建构"组篇意义"框架时,主要采用视觉模态,调用图表、图片、字体和符号。在意义建构中,手势通过创造意象、指示和强调把模态和各种语言符号加以衔接和协同配合。The modes, languages and signs of the multi-modal discourse in a college English teacher＇s classroom are tiered, annotated, then its statistic variables are analyzed both functionally and cognitively by means of ELAN 4.1.2. The study shows that visual and oral modalities are mainly employed with language in the construction of ＂the conceptual, representational meaning＂; In the construction of ＂the interpersonal, interactive meaning＂, more tactile, visual and auditory modalities are used to negotiate affects and attitudes with the help of paralanguages such as body sign, gaze, video clips, pictures, colors within social distance; To predict the ＂textual meaning＂, visual modality is mainly used by means of forms, diagrams, fonts and signs. In these processes, gestures can relay respective modalities, as well as collaborate languages and signs in the form of creating images, reference, and emphasis concepts.

关 键 词：教师多模态话语 ELAN 语言符号 协同配合 

分 类 号：G40-057[文化科学—教育学原理]