早期母语习得生态的多模态研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-11-26编辑:lgg点击率:5493
论文字数:38956论文编号:org201711211925289446语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文互动多模态早期母语习得
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。
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Conclusion
Having investigated the ecological and semiotic features manifested in theresearch subject qualitatively based on the proposed holistic framework, this chapter isto conclude the major findings of the present analyses, suggest the implications basedon the findings and discuss the limitation of the present study.This thesis is an attempt to investigate the ecology and semiotics of languagelearning, especially the early learning of children in kindergartens. Based onSociocultural Theory, Activity theory and Systemic Functional Theory, this thesisproposes a holistic model for the analysis of language learning activity. Under thisframework, the interaction between language learning and the physical, social andcultural environment is examined and the semiotic features in language learning arepresented and explored via the Systemic Functional Multimodal Discourse Analyses ofthree case studies of language learning activity from the documentary Kindergartenreleased in 2002. Drawing on the work of Halliday, Lim and O’Halloran, threesemiotic resources manifested in language learning activity, that is, language, visualimage and inter-semiotic use of language and image, are analyzed thoroughly withinthe holistic framework and major findings of the present research are summarized asfollows:Meanwhile, the above analyses substantiate language learning is a process ofsemiosis and meaning making. Language learning is embedded in a variety of semioticresources including language, gestures, body movements, expressions and so on, asshown in the case analyses students in the kindergarten tend to learn language via thesimultaneous use of multiple semiotic resources. The early language learning ofkindergarten students is mediated by the cultural artifact of language and sometimeslogical thinking. The evolution of mediation in language learning suggests thedevelopment of language, for instance, in Case two, the students whose languagelearning is mediated by language and logical thinking shows more languagecompetence than the other. Last but not least, Case three evidences that the wide spreadof internet and digital technologies can afford richer language learning resources but itcan also threaten the positive language development by contaminating the learningprocess.
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References (abbreviated)
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