英语论文网

use, th e  first is the v ariety  of meaning-making in different culture, social or professional contexts, and the second is the nature of new comm unications technologies (Cope  and Kalantzis 2006: 23). In this thesis, multiliteracies  is understood in term s  of la nguage  learning, it should be com prehensive language  reading and writing sk ills,  social s kills,  technological  literacy,  i.e.,  multimodal literacy. 
.....

2.2 Multimodalality and Multiliteracies 
Multimodality  is  key to a  multiliteracies  approach. M odes  are the com ponents  and conventions  of representing, expressing, and  communicating  meaning  within  any media  or genre, such as sound, color, tone, music, and texture (Jewitt and Kress, 2003). Modes interact and combine in multi-layered ways; hence, students need complex, interconnected processes for  creating,  consuming,  and communicating ef fectively  across m ultiple  media,  navigating multiple cultures and codes, and (re)acting a ppropriately to others. Darts (2006) points out that  “as texts m ultiply  exponentially,  attending  to their m ultimodal  aspects  becomes increasingly  important.  ELA  teachers  can  use multim odal  texts  that  address  contemporary messages  and concern s”.  Teachers'  knowledge of exa mples  of these texts can  support implementation of this curricular framework and facilitate wider distribution. Studies on multiliteracies and multimodalities in teaching and learning area are two sides of  the sa me  question.  An understanding of muliliteracies cannot av oid  referring  to the research of multimodality. It is th e study of  multimodality that paves w ay for multiliteracies research, mainly providing theo retical basis. The m ost widely borrowed two are System etic Functional Semiotics and Multimodal International Analysis (Zhang Zuocheng 2014: 10-15).  Comparing these two theories and m ethods, it can be concluded that context in System etic Functional Semiotics is significant, being seen as an ind ependent level; and in Multimodal International Analysis, context is not a separate layer , various modals except language are at the same time not being used as context, but resources to preach meaning. The former is more suitable  for the analysis of two-dim ensional  dynamic  discourse, and the latter is m ore practical in the discourse analysis of the interactive three-dimensional multimodal texts. 
..........

Chapter Three  Methodology  ..... 9 
3.1 Research Questions ..... 9 
3.2 Participants .... 9 
3.3 Research Instruments ....... 10 
3.4 Data Collection .......... 11
3.5 Data Analysis ...... 14 
3.5.1 Data Description ..... 14 
3.5.2 Analysis Tool .......... 14 
3.5.3 Analysis Methodology .......... 16 
Chapter Four   Results and Discussion ......... 18 
4.1 Preliminary Analysis of Students’ Multimodal Discourse ....... 18
4.2 Results and Findings of Product Analysis .... 22 
4.3 Results and Findings of Surveys .... 33
4.4 Summary ..... 38 
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。