英语专业学生多元识读能力实证性研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-07编辑:lgg点击率:6257
论文字数:38547论文编号:org201708311828581803语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文多元识读能力英语专业学生实证性研究
摘要:本文是英语毕业论文,PPT是有用的和灵活的大学英语专业学生多元识读能力的研究。为了保证能准确反映PPT试验参与者的意识和能力的多元识读能力,笔者将首先考试他们的PPT上传来确保所有的这些作品从互联网的产生。
ed into broad and narrow sense. From the narrow aspect, literacy refers to individual ability of reading and writing which is mainly focused on the psychological characteristics of the individual process; the broad literacy puts sociology and anthropology as the theoretical foundation, mainly concerns the social practice in the process of reading. UNESCO (UNESCO, 2004) thought multiliteracies emphasizes on the continuous learning which could help people to distinguish, understand, interpret, create, communicate or compute the information used in different contexts. Lee (1999) divided the development of literacy into four stages, including traditional literacy, media literacy, computer literacy and information ones. In conclusion, the author thinks the traditional explanation of 'Literacy' possesses reading and writing ability. However in particular, it refers to the understanding, interpretation, process of social situation based on knowledge background.
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2.2 Halliday’s Language as Social Semiotic Theory
Halliday’s (1978) social semiotic theory provides the basis for the study of semiotic resources other than language, including images,
architecture, music, mathematical symbolism, gesture, clothing etc..And significantly the interaction of semiotic resources in a field known as multimodal analysis or multiliteracies. (Jewitt, 2009) . Indeed Halliday’s view of culture as 'a set of semiotic systems' is the major platform for research in multimodal studies today, as evidenced by foundational works in the field (Kress & van Leeuwen, 2006). Halliday’s social semiotic theory provides a framework for moving beyond 'running commentaries' about phenomena of multiliteracies (Bateman, 2008) to empirical validation of claims because the theory is concerned with the underlying design of semiotic resources and their relations with each other, specified as inter-related semantic systems which are seen to fulfill four functions: to construe our experience of the world (experiential meaning); to create logical relations between experiential meanings (logical meaning), to enact social relations (interpersonal meaning) and to organize meanings into coherent messages in text (textual meaning). In this way, the Halliday's framework accounts for multiple strands of meaning with semio
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