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in producing multimodal texts? (4) What are the affecting factors in the differentiation of students’ multiteracies? Research  significance  lies m ainly  in the fo llowing  two aspects.  Theoretically,  this research  makes  an attempt to prov ide  a fr amework  to ass ess  multimodal  products,  which makes a connection between multimodality and multiliteracies. Practically, an understanding of  students’  multiliteracies  is the f irst  step to  cultivate  their  multiliteracies.  Hopefully,  this study will offer front-line teachers a better understanding of students’ multiliteracies, based on which corresponding adjustments can be made in current College English teaching. Students will benefit a lot in the end.  
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Chapter Two   literature review 

The  concept  of  ‘mulititeracies’,  having  aroused  more  and m ore  extensive r esearch interests both abroad and in China, was  raised by the New London Group (NLG 1996). The scholars  of  the NLG ar e  also r egarded  as  pioneers  in applying Mu ltimodality  Theory  into language teaching. And i0t is thei r application that gives birth to ‘multiliteracies’, a broader view  of  literacy.  Therefore,  when discus sing  multiliteracies,  Multimodality  Theory  is unavoidable. However, multimodality and multiliteracies are not in a s imple relationship of including and being included, but an overlapping one. 

2.1 From Literacy to Multiliteracies   
Cope  and Kalantzis (2006) exam ine  the view of  literacy at three  historical  moments, starting with ‘first languages’ or ‘oral culture’, then ‘print literacy’ when people began writing, and  ‘digital  literacy’  after  that.  However,  researchers  have never de nied  the continuity between the world of prints and digital. Actually, that is also the nature of ‘mltiliteracies’.   Multiliteracies,  a term  coined by th e  NLG to  consider  the state and  future  of  literacy pedagogy, is to describe a wider v iew of literature originally, concerning ‘the multiplicity of communications  channels and m edia,  and the  increasing  saliency of  cultural  and linguistic diversity’ (NLG 1996: 65). The concept of ‘multiliteracies’ is to distinguish it from traditional literacy of reading and writing a nd to name a new pedagogy. It is furthermore used by many scholars to indicate one’s ability of understanding and creating multimodal context.  As a new literatu re, multiliteracies includes not only reading and writing literacy in the traditional  sense,  but a lso  multimodal  literacy  which is salien t  in  the m odern  era of information. As a kind of ability, different scholars have different elaborations on it. Duncum (2004)  believes that literacy m eans  making  meaning  with dif ferent  modes, and therefore multiliteracies  with inte ractive  use  of  different  modes.  According  to Cope and Kalantz is, multiliteracies  refers to  two m ajor  aspects of  language  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。