中英本科生多元读写能力发展对比研究  

A Comparison of Multiliteracies Development between British Undergraduates and Chinese Undergraduates

作　　者：方菊华[1] FANG Juhua(School of Languages and Cultures,Chuxiong Normal University,Chuxiong,Yunnan Province 675000)

机构地区：[1]楚雄师范学院语言文化学院,云南楚雄675000

出　　处：《楚雄师范学院学报》2021年第6期56-62,共7页Journal of Chuxiong Normal University

摘　　要：数字化时代的语言是多模态的,识读能力要求也是多元化的,不仅包括声像、图文读写,还包括技术识读和批评识读等。笔者采用问卷调查和课堂观察等研究方法,对随机抽样的中英本科生的多元读写能力发展进行了调查分析,并对比了中英学校多元识读教育状况。结果表明:英国本科生(BU)的多元读写能力运用情况整体要好于中国本科生(CU);两个群体各个策略模块的发展程度也不一致;中英学校多元识读培养模式的主要区别在于与学科课程的结合广度和转化实践活动的社会参与度。基于以上情况,对中国英语学习者提出了一些多元读写能力培养的教学建议和启示。In the digital age, language is multimodal that calls for diverse literacy. Multiliteracies include not only text literacy, image literacy or sound literacy, but also technology literacy and critical literacy. By adopting questionnaire and classroom observation methods, the author surveys one random sample of undergraduates in the U.K. and another in China and compares their multiliteracies. The findings show that 1) British undergraduates(BU) outscore Chinese undergraduates(CU) in applying multiliteracies;2) the two samples differ in development of multimodal reading strategy, multimodal design strategy and new media literacy;and 3) multiliteracies schooling of the U.K. differs from that of China in combination of multiliteracies with most disciplines and the integration of transformative practice into society. Based on the survey results, suggestions are proposed to enhance multiliteracies of Chinese students in teaching.

关 键 词：英国本科生(BU) 中国本科生(CU) 多元读写能力 学校读写教育 

分 类 号：H31[语言文字—英语]