摘要:本文是英语语言学论文,本文采用系统功能的多模态话语分析来研究在自然、社会和文化环境中的动态参与如何对语言习得活动产生认知影响和社会影响以及学习者如何通过语言使用来改变环境。
’Halloran, 2011).
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Chapter Three Theoretical Framework....29
3.1 Theoretical Foundations.......29
3.1.1 Vygotsky’s Sociocultural Theory...........30
3.1.2 Cultural-historicalActivity Theory........33
3.1.3 Social Semiotic Theory........37
3.2An Integrative Framework....39
3.3 Summary ............41
Chapter Four Dynamic MultimodalAnalysis of Early Language learning............41
4.1 Semiotics of Ecological Language Learning...........43
4.2 Systemic Functional Multimodal DiscourseAnalysis....47
4.3 Case Studies .......50
4.4 Pedagogical Suggestions......60
4.5 Summary ............61
Chapter Five Conclusion........62
5.1 Major Findings of the Research....63
5.2 Implications of the Research.........64
5.3 Prospects for Future Research.......65
Chapter FourDynamic MultimodalAnalysis of Early Language Learning
This chapter first argues language learning is not only ecological but alsomultimodal. Following the thought of van Lier (2004), we want to first argue languageis embodied, dialogical and semiotic, next we argue language learning is mediated bylanguage and other semiotic resources, then we argue language learning is semiotic andat last we argue ecology and semiotics of language learning go hand in hand. Then wedemonstrates the systemic functional multimodal discourse analysis model before wepresents a detailed multimodal analysis of the early language learning from thedocumentary Kindergarten that records 14 months of life of a bottom class, a middleclass and a top class at a boarding kindergarten of Wuhan Province in China. Theshooting process is purely ecological without any intervention or manipulation frombeginning to end. In this thesis, the basic unit of analysis is activity system so we selectseveral learning events involving a coherent chain of activities as the research subjectso as to ensure the learning activity is embedded in a complete and interactive context.
4.1 Semiotics of Ecological Language Learning
Gesture expression and movement cannot be removed from the verbal message and meaning making cannot be induced to linguistic constructions. Languageconstitutes part of other message systems that unite all our sensory systems. Verbal andnon-verbal signs, as well as
References to physical and social properties of the world,interface in complicated ways to generate meaning. Emerged from a context ofaffordance, action and perception, signs, especially verbal signs are created andunderstood with an interlocutor in mind and they include both indexicality and symbolicity (Bakhtin, 1981). The dialogical nature of language means that views ofself and other are always embedded in acts of speaking, in discourses. Thereforelanguage in nature is both embodied and dialogical (Bakhtin, 1981; McNeill 2000;Ruthroff 2000; Wells 1999; McCafferty 2002).According to Van Lier (2004), the human world is full of signs of all kinds.Everything we see, hear or feel can become a sign. Semiotics is the study ofsign-making and sign-using. Aristotle lays the foundation for semiotics by illustratingthe sign has three layers of meaning: the physical sign itself, the referent and themeaning it evokes. His idea is independently picked by Saussure and Peirce who havemade great contributions to the development of semiotics.
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