大学英语教师读写课堂多模态话语分析  

Multi-modal Discourse Analysis of A College English Intensive Reading Class

作　　者：许保芳[1] 

机构地区：[1]北方工业大学文法学院,北京100144

出　　处：《北方工业大学学报》2014年第4期56-59,65,共5页Journal of North China University of Technology

基　　金：北方工业大学2013年教改课题"大学英语教师读写课堂多模态话语分析与模态调用偏误研究"

摘　　要：大学英语课堂教师话语作为教师向学生传授知识与技能的主要媒介,能够充分展示教师自身素质与修养,同时也能反映教师操控学生课堂行为的能力。但是国内对教师话语的研究大部分局限在传统的单一模态范围之内,近年来兴起的多模态理论给教师课堂话语提供了广阔的研究空间。本文以多模态话语分析理论为基础,通过对一位大学英语教师的课堂话语的多个模态进行分析,指出多模态背景下教师的角色应该重新定位。An English teacher＇s classroom discourse is the primary medium for teaching which can reflect the quality of the teacher as well as his ability to manipulate the students＇classroom behaviour. The domestic related researches are mainly confined to monomodal study, but the recently popularized theory of multi-modality gives rise to a more extensive and comprehensive study of the topic：. This paper, based on the Multi-modality Theory, makes a multi-modal discourse analysis of a College English intensive reading class and suggests that the teacher＇s role should be reorientated in the era of multi-modal teaching and learning.

关 键 词：大学英语 读写课堂 多模态 话语分析 

分 类 号：H319.3[语言文字—英语]