多模态语篇图文关系识解的对比研究--以中美读者阅读英文绘本为例  

A Comparative Study of Image-text Relation Interpretations in Multimodal Discourses——An Analysis of Picture Book Reading by Chinese and American Readers

作　　者：国防[1] 

机构地区：[1]华北电力大学,北京102206

出　　处：《外语学刊》2017年第6期14-18,共5页Foreign Language Research

基　　金：华北电力大学教改项目“课堂图书馆--《英语泛读》教学新模式”(2014JG103);华北电力大学教学名师培育项目(GJ2014004)的阶段性成果

摘　　要：图文关系是多模态话语分析的难点与热点。本研究意在比较分析中美儿童与成人阅读英文绘本过程中对图文关系识解的异同,揭示语言水平及年龄对多模态语篇图文关系识解的影响。结果显示,语言水平直接影响人们对图文关系的解读。语言水平越低的认知主体,视图文为对立的意义实体,通过画面解读话语意义的倾向越明显;语言水平稍高的认知主体,会将图文结合,视二者为相互补充的意义实体;语言水平越高的认知主体视画面与文本为独立的意义实体,通过文本获取信息的倾向越突出。成人与儿童对图文关系识解也存在显著差异,儿童以画面为主、文本为辅,成人以文本为主、画面为辅。Image-text relation is a hot issue in muhimodal discourse analysis. Based on an analysis of picture book reading by Chinese and American readers, this paper aims to investigate the impact of language level and age factor on interpretations of image-text re- lations. The results show that language level plays a crucial role in readers＇ interpretation of image-text relations. Readers with low language level lower of language level are more dependent on pictures for discourse understanding and they tend to think images and texts are independent of each other. Readers with a little bit higher language level relate images to texts for meaning making. Rea- ders with high language level are more dependent on texts for meaning building. Adult readers and child readers interpret image-text relations differently. Adult readers think that texts suooort images while child readers think images support texts.

关 键 词：图文关系 多模态语篇 绘本 对比研究 

分 类 号：H030[语言文字—语言学]