Observation and Reflection of English Intensive Reading Classroom from the Perspective of Multimodal Discourse Analysis
Keywords:Multimodal Discourse Analysis, College English Teaching, Intensive Reading course
The application of Multimodal Discourse Analysis to language teaching classroom adapts to the requirements put forward by the multimodality environment in modern social life, since various multimodal teaching strategies are employed to enhance students' language skills. However, problems exist in the efficient collocation between various modes. Classroom observation is employed to collect the data, and the framework proposed by Zhang Delu (2016) is followed to conduct the Multimodal Discourse Analysis of the Intensive Reading class of the juniors of English majors in North China Electric Power University. Finally, the problems from the aspects of cultural context, contextual context, interactive context, modal and media are identified, and the suggestions to improve language teaching practice are raised accordingly in terms of teachers' employment of modality and the teaching design.
Delu, Zhang & Zheng Wang. 2016. Theoretical Framework for Multimodal Interaction Analysis. Foreign Languages in China 12 (2):54-61.
Delu, Zhang. 2009. On a Synthetic Theoretical Framework for Multimodal Discourse Analysis. Foreign Languages in China 6 (1):24-30.
Delu, Zhang & Shujie, Zhang. 2010. Investigation into the Compilation Principles of Multimodal Foreign Language Textbooks. Foreign Language World, 140, 26-33.
Kress, Gunther R, & Van Leeuwen, Theo.1996. Reading Images : the Grammar of Visual Design. Routledge.
New London Group. 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66, 60-92.
Qingwei, Song. 2013. Empirical Study of Multimodality and Multiliteracies of College English. Foreign Languages Research, 138, 55-59.
Royce T. 2002. Multimodality in the TESOL Classroom: Exploring Visual-verbal Synergy. Tesol Quarterly 36(2):191-205.
Yongsheng, Zhu, 1997. Meaning and Situational Factors in Tenor of Discourse. Journal of Foreign Languages ,107, 25-30.
Yufang, Feng & Fengdan, Shen. 2018. Meaning Construction of English Classroom Multimodal Discourse Synergy: A Demonstration Class of English Intensive Reading Course. Foreign Language and Literature 34(6):146-153.
How to Cite
Copyright (c) 2020 Journal of English Language and Literature
This work is licensed under a Creative Commons Attribution 4.0 International License.