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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-21编辑:lgg点击率:8078
论文字数:38200论文编号:org201408201243216498语种:英语 English地区:中国价格:$ 66
摘要:本文是大学英语论文,With apurpose to explore how the “static” modes realize the communicative meaningindependently or collectively and how the complex and varied relations between theimages and the texts are, the study is going to be theoretically descriptive on thebasis of representative examples.
Chapter Four Application of the Integrated Framework inPPT Courseware Analysis
4.1 Introduction
This chapter will be engaged in demonstrating how the “static” modes in PPTcourseware attached to New Standard College English Books Three and Four realizetheir communicative meaning independently or cooperatively by means of theaforementioned framework at great length. The mode of image, typography, colorand the text-image relation will be discussed respectively using the proposedframework, so as to present the whole integrated mechanism of PPT communicativestructure, to get some distinctive features of this courseware and to provide somesuggestions for PPT couseware design. Just as the previous chapter showed, image can be narrative and conceptual. Inthe PPT courseware attached to New Standard College English Books Three andFour, there are plenty of such kinds of images assisting in comprehension. From thechosen slides, we found that the designers utilize the narrative images frequentlywhen they hope to reproduce the dynamic process or highlight the figure in theimages, so as to attract the students’ attention to the lectures. To be more specific,there are four processes namely, action process, reactional process, speech andmental process, and conversion process within narrative images.
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Conclusion
As what has been concluded at the end of Chapter Two, though the majority ofscholars have proved the effectiveness of PPT courseware in classroom, the previousstudies seldom touch upon how the different modes in the slides realize theirfunctions, or present a systematic and practical framework for PPT courseware inforeign language teaching. This paper, however, is a tentative study of some “static”modes and their interactions in PPT courseware attached to New Standard CollegeEnglish Book Three and Book Four on the basis of the proposed framework inspiredby Kress & van Leeuwen’s VG and Martinec & Salway’s system for image-textrelations. This systematic and effective analytical toolkit for this object has been putinto practice, i.e., to concretely display how the modes achieve their communicativemeaning separately or cooperatively, in an attempt to provide a factual evidence for anew possibility for systematic multimodal analysis of PPT courseware in languageteaching classroom and to enhance people’s multimodal literacy.
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Reference (omitted)