大学英语教师多模态课堂话语评价意义的构建  

Appraisal Construction of College English Teachers Multimodal Classroom Discourse

作　　者：张曼 ZHANG Man(Department of Foreign Languages Teaching,Jining University,Qufu 273155,China)

机构地区：[1]济宁学院大学外语教学部,山东曲阜273155

出　　处：《长春师范大学学报》2021年第3期156-160,共5页Journal of Changchun Normal University

基　　金：山东省教育科学“十三五”规划课题高等教育外语教学专项“评价理论视域下道德教育与大学英语教学的融合研究”(BYGY201921);山东省社会科学规划研究项目外国语言文学专项“基于多模态语料库的大学英语教师课堂话语研究”(18CWZJ15)。

摘　　要：将评价系统应用于多模态话语研究,拓展了评价理论的研究范围,丰富了其理论基础。基于评价理论对优秀大学英语教师的示范课进行个案研究,分析教师运用多模态资源在课堂教学中对个人情感、人和事物作出的评价,以及对学生态度、立场和价值观念的引领作用,从态度、判断、极差三个维度总结多模态课堂话语评价意义的构建特征,对大学英语教师从提升人际意义角度开展多模态教学具有指导意义。Applying the appraisal system to the study of multimodal discourse expands the research scope of appraisal theory and enriches its theoretical basis.Based on the appraisal theory,this paper makes a case study of the demonstration class of an excellent college English teacher,analyzes the teacher s multimodal appraisal of personal feelings,people and things in classroom teaching,as well as its guidance in students attitude,position and values.Appraisal construction of multimodal classroom discourse is summarized from three dimensions of attitude,engagement and graduation,which has the guiding significance for college English teachers to carry out multimodal teaching from the perspective of improving interpersonal meaning.

关 键 词：评价理论 评价意义 多模态 课堂话语 

分 类 号：G640[文化科学—高等教育学]