Observation and Reflection of English Intensive Reading Classroom from the Perspective of Multimodal Discourse Analysis

Authors

  • Guo Zhe Department of Foreign Languages of North China Electric Power University, Baoding of Hebei Province

DOI:

https://doi.org/10.17722/jell.v14i1.1181

Keywords:

Multimodal Discourse Analysis, College English Teaching, Intensive Reading course

Abstract

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.

References

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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.

Published

2020-08-31

How to Cite

Zhe, G. (2020). Observation and Reflection of English Intensive Reading Classroom from the Perspective of Multimodal Discourse Analysis. Journal of English Language and Literature, 14(1), 1248-1255. https://doi.org/10.17722/jell.v14i1.1181