多模态视野下英语写作的效能研究  

On the Efficacy of English Writing from the Perspective of Multimodality

作　　者：彭卓[1] 安晓灿[1] 

机构地区：[1]韶关学院外语学院,广东韶关512005

出　　处：《天津外国语大学学报》2015年第2期51-59,共9页Journal of Tianjin Foreign Studies University

基　　金：广东省大学英语教学改革计划项目"基于TRP数字化写作平台的大学英语写作课程构建研究"(2014GDB02);韶关市哲学社会科学规划课题"外国文化对韶关生活文化的影响及其原因"(G2014008);韶关学院第十四批教育教学改革研究一般项目"多模态话语理论观照下的大学英语写作教学效能研究"(Syjy20131435);韶关学院校级科研项目"多模态隐喻观照下的外文影视作品话语研究"([2013]205)

摘　　要：以两个二年级大学英语教学班(对比班与实验班)为研究对象,开展为期14周的英语写作教学实验,研究者分别在对比班和实验班构建多媒体写作课堂和以体验英语写作教学资源平台为依托的多模态写作课堂。教学实验后,实验班作文的单词总数、词长、得分以及四类词的百词比例与对比班存在显著差异。多模态写作课堂更能提高学生的文字写作能力,促使学生更合理地使用四种词类。The study recruits two second-year college English classes （one control group and one experimental） as the study subjects and carries out an English writing teaching experiment of 14 weeks. The researcher constructs a multimedia writing classroom in the control group and a multimodal writing classroom based on Teaching Resource Platform in the experimental group. The study finds that after the teaching experiment, the differences of word totals, word length, writing scores and per-100-word ratios of four kinds of words between control and experimental group are salient. The study indicates that the multimodal writing classroom could more probably improve students＇ literal writing ability and make students use four kinds of words more reasonably.

关 键 词：多模态 文字写作能力 语境 预制语段 

分 类 号：H319.3[语言文字—英语]