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s related to it. One ismode, the other is medium. Their relationship can be reflected in the saying “there can be nomode that does not exist in some medium”. In other words, it means that a mode must betransmitted by one medium.Many scholars have defined mode. They talked about it from different aspects. Ingeneral, the notion of modes, however, is explained only in a very abstract way as “semioticresources” which allow the simultaneous realization of discourses and types of interaction.Examples of modes mentioned by the authors are music, language and images. Gunther Kressdefines mode as it is socially shaped and culturally given semiotic resource for makingmeaning. Image, writing layout, music, gesture and soundtrack are examples of modes used inrepresentation and communication (Kress, 2009). Meanwhile, several scholars discuss it fromthe perspective of system-functional linguistics. They give it this definition. Mode in the fieldof systemic functional linguistic refers to the channel of communication which is one of thethree elements of context together with field of discourse, and tenor of discourse, such asverbal mode, written mode, electronic model and so on. The use and change of these modes toa certain extent affects the information flow, and ultimately has an impact on texture. In thepaper, the author adopts the general definition, which means that mode is semiotic resources,such as, language, music, image, pictures, and color and so on. Obviously, multimode isseveral modes which are combined together to express meanings.
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2.2 Theoretical Foundation for the Present Study
In terms of teaching English, it is a process of finishing language tasks, in other wordsit means inputting information. During teaching, the teacher always uses many instrumentsand multimedia for aid, which we can call input enhancement. In this way, language pointscan be learned more easily and effectively. In the course of teaching a lesson, the teacher usesdifferent modes to stimulate students’ interest. It originates from the theory of multimodaldiscourse analysis. Therefore, based on these three theories, this study is conducted. Thefollowing is a detailed explanation. Krashen’s (1995) input hypothesis in the second language acquisition research is agreater impact theory. Krashen believes that a person’s language skills are mainly acquiredthrough the acquisition channels. The input hypothesis seeks to directly answer the question'How do learners actually acquire a second language?' Simply stated, the answer is that theyacquire a second language by receiving input in the target language that is just slightly abovetheir current level. Krashen illustrates this as i + 1, with 'i' representing the current level ofacquired understanding and '1' being equal to the next level of input that is just above thestudents' current level.
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3. Research Methodology....... 17
3.1 Research Questions ...... 17
3.2 Research Subjects ........ 17
3.3 Teaching Materials ....... 19
3.4 Class Observation ........ 19
3.5 Data Collection ........204. Results and Discussion .......23
4.1 The Usage of Modes in Teaching Procedures of SFLEP Teachers.....23
4.2 The Usage of Modes in PPT Courseware of SFLEP Teachers......27
4.3 Analysis of Modes Used in PPT Courseware of SFLEP Teachers .....30
4.4 Deficiencies in the SFLEP Teachers’ PPT Cou本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。