论文题目：国家精品课程《语言学导论》的多模态协同机制研究
摘要：随着信息技术的飞速发展,现代课堂的教学手段已不再局限于口头语言,而是全方位融合了声音、图像、动作、色彩等多个符号系统。因此,国内外学者开始把多模态话语分析理论应用到教学领域。在英语专业核心课程教学中,由于语言学知识对学生而言较为抽象难懂,因此教师的课堂讲解显得尤为重要。基于此,研究语言学课堂中如何有效开展多模态教学是十分必要的。本文以多模态话语分析理论为理论基础,以西南大学外国语学院的国家精品课程《语言学导论》为研究对象,旨在对其部分教师话语进行以下三方面研究:1.教师话语中各模态的分布特征是怎样的?2.模态的分布特征说明模态之间呈现出怎样的关系?3.这些关系是如何推动模态协同的?表现出怎样的协同机制?本研究的主要目的是通过分析国家优质课程,以期为其他课程教学提供教学范例。通过视频观察和运用多模态视频标注软件ELAN对《语言学导论》课程进行标注统计,进一步分析后,有以下三个主要发现:1.在课堂上,各模态相互穿插,很少有单模态教学,这表明该课程是多模态的。虽然所有模态都会被使用,但是他们的使用频率和所占比例差距悬殊。其中,语气模态占比最高,其次是韵律模态和手势模态,而姿势模态占比是最少的。2.该课程课堂的多模态主要呈现出以下三种关系,首先,听觉模态起主导作用。其次,视觉模态发挥辅助作用,完善和补充听觉模态。视觉模态能够更加生动形象地解释一些专业术语或概念,以帮助学生理解。最后,各模态之间相互发挥协同作用,共同表达意义。3.在该课程中,多模态协同机制分为下属两个小类:视觉模态与听觉模态的协同,以及自我协同与人际协同。另外,视觉模态与听觉模态的协同主要体现出系统性,而自我协同与人际协同则体现出主体性。通过以上发现,国家精品课程对建设当前国家一流课程提供一些启示:促进教学手段多模态化,合理利用多模态教学资源,以及促进多模态协同方式多样化。本研究将多模态外语教学研究延展至英语专业课堂,积极探索语言学课程中多模态教学的开展方式,证明了多模态教学模式的广泛适用性。同时,笔者从国家精品课程的多模态协同机制内部出发,发现了各模态之间的关系,以及协同机制的分类和运作方式,为建设当前国家一流课程提供一些启示和借鉴。
关键词：多模态教学;协同机制;多模态话语分析;国家精品课程
学科专业：外国语言学及应用语言学
Acknowledgements
Abstract
摘要
Introduction
Chapter One Literature Review
1.1 Previous Studies on Multimodal Teaching
1.1.1 Previous Studies on Multimodal Teaching Abroad
1.1.2 Previous Studies on Multimodal Teaching at Home
1.2 Previous Studies on Multimodal Discourse Analysis
1.2.1 Previous Studies on Multimodal Discourse Analysis Abroad
1.2.2 Previous Studies on Multimodal Discourse Analysis at Home
Chapter Two Theoretical Basis
2.1 Concepts of Multimodality and Multimodal Discourse
2.1.1 Multimodality
2.1.2 Multimodal Discourse
2.2 Theory of Multimodal Discourse Analysis
2.2.1 Definition of Multimodal Discourse Analysis
2.2.2 A Synthetic Theoretical Framework of MDA
2.2.3 Multimodal Discourse Synergy
2.3 Multimodal Genre Structure of Foreign Language Classroom Teaching
Chapter Three Distribution Features and Relationships of Modes in Linguistics:An Introduction
3.1 Software ELAN and Modes Classification
3.1.1 Software ELAN
3.1.2 Classification of Visual Modes and Auditory modes Used in Linguistics:An Introduction
3.2 Research Procedures
3.2.1 Coding of Visual Modes and Auditory Modes Used in Linguistics:An Introduction
3.2.2 Annotating Procedure
3.3 Distribution Features of Visual Modes and Auditory Modes in Linguistics:An Introduction
3.3.1 Distribution Features of Visual Modes
3.3.2 Distribution Features of Auditory Modes
3.4 Analysis of the Relationships Among Modes
3.3.1 Dominant Role of Auditory Modes
3.3.2 Auxiliary Role of the Visual Modes
3.3.3 Synergy of All Modes
Chapter Four Multimodal Synergistic Mechanism of Linguistics:An Introduction
4.1 Synergy of Visual Modes and Auditory Modes
4.1.1 Analysis of Phonetics and Phonology 1
4.1.2 Analysis of Morphology 1
4.2 Intrapersonal Synergy and Interpersonal Synergy
4.3.1 Analysis of Pragmatics 2
4.3.2 Analysis of Pragmatics 3
Chapter Five Implications for the Construction of the National First-rate Courses
5.1 Promoting the Universalization of Multimodal Teaching Methods
5.2 Reasonable Use of Multimodal Teaching Resources
5.3 Promoting Diversification of Multimodal Synergistic Patterns
Conclusion
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D