动态多模态话语的模态协同研究——以全国高中英语教师基本功大赛一等奖课堂为例  

A Modal Collaborative Study on Dynamic Multimodal Discourse—A Case Study of the First Prize Classroom in the National High School English Teacher Basic Skills Competition

作　　者：郭玉晶 赵晓军[1] 张贵超 

机构地区：[1]内蒙古师范大学外国语学院,内蒙古 呼和浩特

出　　处：《现代语言学》2024年第12期426-433,共8页Modern Linguistics

摘　　要：本研究以全国高中英语教师基本功大赛中的一等奖课堂为例,探讨动态多模态话语模态之间的协同。本研究根据多模态话语分析综合理论框架,从文化语境与交际目的、情景语境、多模态话语交际模式和多模态话语模态间的协同这四个方面对语料进行分析。在本研究中,主模态为听觉模态,视觉模态对主模态起到强化补充的作用。本研究意在为教师进行英语口语课堂教学时,提供多模态协同运用教学参考,以提升英语口语教学效果,同时为推动相关领域的进步提供新思路。This study takes the first prize classroom in the National High School English Teachers’ Basic Skills Competition as an example to explore the synergy between dynamic multimodality discourse modes. First, the theoretical framework of dynamic multimodality discourse analysis is explored based on the comprehensive theoretical framework of multimodality discourse analysis, and then multimodality discourse analysis is carried out based on this framework from the four aspects of “cultural contexts and communicative purposes, situational contexts, multimodality discourse modes of communication, and synergies among multimodality discourse modes” in the video of the classroom example. In this study, the teacher’s spoken language is the main modality, which is supplemented or reinforced by other visual and auditory modalities. This study intends to provide teachers with a reference for teaching multimodality synergistic use in oral English classroom teaching, in order to enhance the effectiveness of teaching English as a foreign language, and at the same time, to provide new ideas for promoting the progress of related fields.

关 键 词：高中英语 多模态话语 模态协同 

分 类 号：H31[语言文字—英语]