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对比探讨英文教科书中的多模态语篇-----Research on the multimodal discourses in English textbooks

本论文对比探讨了英文教科书中的多模态语篇。

Chapter One INTRODUCTION
1.1 Research Background
With the rapid development of our society, the ways people communicate with each other have changed a lot. In our daily lives, meaning is conveyed in various ways. In the visual communication category, language, image, color, and other non-verbal resources  are  used  simultaneously  in  newspapers,  web  hypertexts,  posters,  and textbooks, to name just a few. Besides the visual communication resources, sound and other categories of meaning-making resources are applied in multi-media classroom teaching, academic speech deliveries, and even household commercial advertisements broadcasted on TV These diverse semiotic ways of communication have shown clearly that meaning is realized not only through language but also through the integrated use of a wide range of different semiotic resources. Language, the verbal resource, is not the only one mode to make and convey meaning. Real communications actually involve multimodal semiotic resources.
Traditionally, written language is generally viewed as the dominant and even superior mode of meaning-making system while the visual sign is generally seen as being subordinate to it. Wei Qinhong (2009) believes that more often we take this for granted or tend to consider the impressions or aesthetic effects of visual signs rather than analyze them as a meaning-making resource. So it seems that we lack systematical thought on different semiotic meaning-making resources, when compared to language.
Consequently, we haven't done enough research as we have done on language. In 1990s scholars came to realize that as language is not the only meaning-making system in real communications, and the analysis of language is just part of the story. If to reveal the truth and mechanism of how people convey meaning, multi-modal analysis must be done.
It is until recent years that some researchers in our country have realized the significance of multimodality research in linguistic study. Researches on multimodality as well as multimodal discourse analysis have been put in salient position in China. But it still "fallen behind", compared with those in western countries (Zhu Yongsheng, 2007), particularly in the multi-modal study of pedagogical discourse. As far as this perspective is concerned, only a few Chinese scholars have done relevant researches, such as Chen Yumin and Wang Hongyang (2008), LiQingqing (2009), and Chen YuminHowever, most of the scholars prefer to make their analysis on other genres such as the commercial advertisements, the visuals of some magazines, or even the movie screen (Wei Qinhong, 2008; Ye Qichang, 2006; Li Miaoqing, 2009; Zhang Yifang, 2008). What they have ignored is that various semiotic resources co-create meaning in textbook discourse. Consequently, the visual design of textbooks for schooling has fallen behind the development of other genres although textbook also carry images as other multimodal discourse. Therefore, it is extremely significant to carry on researches on textbook discourse from a multi-modal perspective.

REFERENCES
Baldry, A.&P. J. Thibault. (2006). Multimodal Transcription and Text Analysis. London: Equinox.
Cope, B&Kalantzis, M(eds.). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. L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。