基于多模态英语课堂展示的大学生多元识读能力研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-10-20编辑:lgg点击率:5981
论文字数:38994论文编号:org201610152104479818语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文多元识读能力多模态非英语专业大学生
摘要:本文是英语论文范文,本研究以某校大学英语学生的课堂多模态语篇为研究材料,开展定性与定量相结合的研究,通过观察法、调查法、作品分析法分析了学生多元识读能力意识及水平,并试图探讨学生群体内部的多元识读能力的特点及差异。
in producing multimodal texts? (4) What are the affecting factors in the differentiation of students’ multiteracies? Research significance lies m ainly in the fo llowing two aspects. Theoretically, this research makes an attempt to prov ide a fr amework to ass ess multimodal products, which makes a connection between multimodality and multiliteracies. Practically, an understanding of students’ multiliteracies is the f irst step to cultivate their multiliteracies. Hopefully, this study will offer front-line teachers a better understanding of students’ multiliteracies, based on which corresponding adjustments can be made in current College English teaching. Students will benefit a lot in the end.
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Chapter Two
literature review
The concept of ‘mulititeracies’, having aroused more and m ore extensive r esearch interests both abroad and in China, was raised by the New London Group (NLG 1996). The scholars of the NLG ar e also r egarded as pioneers in applying Mu ltimodality Theory into language teaching. And i0t is thei r application that gives birth to ‘multiliteracies’, a broader view of literacy. Therefore, when discus sing multiliteracies, Multimodality Theory is unavoidable. However, multimodality and multiliteracies are not in a s imple relationship of including and being included, but an overlapping one.
2.1 From Literacy to Multiliteracies
Cope and Kalantzis (2006) exam ine the view of literacy at three historical moments, starting with ‘first languages’ or ‘oral culture’, then ‘print literacy’ when people began writing, and ‘digital literacy’ after that. However, researchers have never de nied the continuity between the world of prints and digital. Actually, that is also the nature of ‘mltiliteracies’. Multiliteracies, a term coined by th e NLG to consider the state and future of literacy pedagogy, is to describe a wider v iew of literature originally, concerning ‘the multiplicity of communications channels and m edia, and the increasing saliency of cultural and linguistic diversity’ (NLG 1996: 65). The concept of ‘multiliteracies’ is to distinguish it from traditional literacy of reading and writing a nd to name a new pedagogy. It is furthermore used by many scholars to indicate one’s ability of understanding and creating multimodal context. As a new literatu re, multiliteracies includes not only reading and writing literacy in the traditional sense, but a lso multimodal literacy which is salien t in the m odern era of information. As a kind of ability, different scholars have different elaborations on it. Duncum (2004) believes that literacy m eans making meaning with dif ferent modes, and therefore multiliteracies with inte ractive use of different modes. According to Cope and Kalantz is, multiliteracies refers to two m ajor aspects of language
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