基于“超语实践+AIGC赋能”的英语师范生超模态自主识读能力培养研究  

Research on the Cultivation of Pre-service English Teachers’Hypermodal Autonomous Literacy Based on“Translanguaging Practice+AIGC Empowerment”

作　　者：曾辰[1] ZENG Chen(School of Foreign Languages,Yancheng Teachers University,Yancheng 224002,China)

机构地区：[1]盐城师范学院外国语学院,江苏盐城224002

出　　处：《浙江海洋大学学报（人文科学版）》2024年第6期73-79,共7页Journal of Zhejiang Ocean University(Humanities Sciences)

基　　金：江苏省高等教育学会基于人工智能的大学外语数字化创新教学专项课题“‘超语+人工智能’视域下的大学英语教学模式建构与实践研究”(编号:2024RGWY046);中国陶行知研究会“十四五”规划“阅读与教师发展”专项课题一般项目“人工智能驱动下的超语外语课堂教学变革研究”(编号:中陶会202411678JS)。

摘　　要：超语是近年来应用语言学和外语教育领域备受关注的话题。超语实践在AIGC技术赋能下变得越发普遍,人类本能的超语能力得到了空前发挥,语言交互与意义建构呈现出多模态和整合性趋势。在这种背景下,传统英语师范教育以语言的“能读会写”为中心、单一的识读能力已无法满足日益多模态化的教育语境,师范生应具备一种更高层次的识读能力——超模态自主识读能力。教学实践中可以通过以下措施落实:内容多模态融合,提升动态意义识读建构能力;构建超语空间,实现课内课外教学多模态互动;优化评估方式,构建超模态识读能力导向的科学评价体系。Translanguaging has been a prominent topic in the fields of applied linguistics and foreign language education in recent years.Empowered by AIGC technology,translanguaging has become increasingly widespread,unleashing human instinctive translanguaging abilities and showcasing a trend of multi-modal and integrative language interaction and meaning construction.In this context,traditional English teacher education,which focuses on“reading and writing proficiency”and single-mode literacy skills,can no longer meet the demands of an increasingly multi-modal educational environment.Pre-service English teachers should possess a higher level of literacy——hypermodal autonomous literacy.In the teaching practice,the following measures can be implemented:integrating multi-modal content to enhance dynamic meaning construction skills;constructing the translanguaging spaces to achieve multi-modal interaction in both in-class and extracurricular teaching;and optimizing evaluation method to establish a scientific evaluation system oriented toward hypermodal literacy abilities.

关 键 词：超语实践 AIGC 英语师范生 超模态自主识读能力 

分 类 号：H319[语言文字—英语]