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, images, gestures and so onsimultaneously. Consequently, this study undertakes a qualitative multimodal analysisof early language learning.To be exact, this thesis serves the following three objectives:(1) to examine how multimodal elements in the environment affect children’language learning and how children employ multimodal means to learn language andchange the environment in turn;(2) to analyze how texts and images in the process of early language learningfunction jointly to express meaning and convey learners’needs from the environments.(3) to provide suggestions for multimodal early language learning.
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Chapter TwoLiterature review

This chapter endeavors to give an introduction of the definition of the ecology oflanguage before the review of the development of the ecology of language learning.Then it presents the major ecological theories concerning language learning and thenan overall review of the corresponding investigations under the guidance of thesetheories. Finally it demonstrates the existing studies on early language learning as wellas multimodal language learning.

2.1 Previous Studies on the Ecology of Language

The fast-paced development of economy and science not only enhances people’sliving standards but also gives rise to global issues like the extinction of species, thedeterioration of the environment and the shortage of natural resources. The worseningecological environment arouses people’s awareness that nature is not to be conqueredand abused but to be treasured and respected. As a consequence, more and more peoplebegin to see the world from an ecological perspective. They retrospect their pastbehaviors and predict the future expectations of human beings. This in turn results inthe ecological orientation of many disciplines where principles and perspectives ofecology are widely used in the study of human activities of various kinds. In responseto such conditions, ecology of language emerges.

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2.2 Previous Studies on Multimodality and Language Learning
Now that we employ a multimodal approach to the ecology of language learning,it is necessary for us to have a brief review on the existing studies of multimodality andlanguage learning to get a sense of how far the present study has gone and what is leftto be discussed.The emergence of multimodal discourse analysis in the 1990s has its technical andtheoretical backgrounds. Technically, the fast development of digital technology andfrequent use of multimedia data storage have turned the nature of discourse intomultimodal and made it possible to study multimodal communication possible.Theoretically, MDA is a further development of traditional discourse analysis aftertaking in the findings from other disciplines.The term “Multimodal Discourse Analysis” (MDA) first appeared in van Leeuwenand Jewitt’s book in 2000 (van Leeuwen & Jewitt, 2000), which became a new branchof discourse analysis with its own theoretical system and research methodologies afteryears of rapid development. So far, Social Semiotics, Cognitive Linguistics andInteractional Sociolinguistics are the three major schools being active in MDA field,covering the studies on the theoretical systems and working mechanisms of semioticresources beyond language, the construction of the social semiotic process and theinvestigation into the inter-semiotic relations and meanings (O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。