在元功能理论框架下对高中英语阅读多模态教学的实证研究

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在元功能理论框架下对高中英语阅

读多模态教学的实证研究

摘要

阅读，作为积累知识，获取信息的必要渠道，以及衡量语言水平高低的评判

标准，其重要性在英语教学中不言而喻。多模态话语分析理论作为多媒体技术飞

速发展的产物，对阅读教学产生了巨大的影响。教师在课堂上进行多模态教学,

不仅能提高学生的阅读水平,而且能够增强其自主合作的学习意识。

元功能理论为多模态课堂提供了坚实的理论框架。在阅读教学中，符号资源

之间的相互作用能帮助构建符号的概念意义，展现人际意义，以及实现文本的语

篇意义。在元功能理论框架指导之下,学生在接受符号资源相互作用的过程中完成

了意义建构和知识积累,同时教师在此过程中完成教学目标。然而，针对多模态阅

读教学还存在着许多不足的现状，本文将在元功能理论的指导下，对高中英语阅

读进行多模态教学的实证研究。

本研究旨在探讨如何在元语言的框架下进行多模态教学，以及如何选择和结

合各种模态达到有效的教学效果。对此，作者对南京第十三中学高中二年级三班

进行了长达一学期的多模态阅读教学实验。在教学实验中，作者依据元语言功能

选择和结合不同模态，设计教学活动，使用定性研究的方法，对学生试卷，调查

问卷及访谈的结果进行分析解释，为多模态课堂设计提供实验依据。研究发现，

教师应根据不同的教学目标和教学内容，进行相应的模态选择和模态结合，以实

现有效的多模态教学，从而增强学生的阅读能力。而且，通过多模态教学多维度

及多感官的展现方式，学生的阅读兴趣被激发出来，课堂上参与互动的积极性也

得到大幅度地提高。此外，通过多模态课堂活动,学生学习的输入和输出水平都得

到了有效地提升。

本文的研究在理论上和教学实践上均具有一定意义。理论上,本文尝试运用元

语言功能分析阅读材料，这对于多模态阅读教学具有一定的指导意义。实践上，

这种教学模式的效果明显优于传统教学模式，并对今后多模态的阅读教学有着一

定的启示功能。

关键词：多模态教学元功能高中生阅读

ABSTRACT

The importance of reading has been greatly emphasized in English classes, as

reading not only serves as a necessary source for students to gain knowledge and

acquire information, but also acts as one of the most significant criteria to evaluate one’s

language proficiency. As the product of the remarkable development of the multimedia,

multimodality discourse analysis has a great impact on the teaching practice.

Multimodal teaching could not only improve students’ reading ability, but also enhance

their understanding of autonomous and cooperative learning.

Metafunction systems could provide solid theoretical foundation for multimodal

teaching. In English classes, the interaction of semiotic resources can help to construct

ideational meaning, present interpersonal meaning, and realize textual meaning. Under

the framework of metafunction systems, students can construct meaning and gain

knowledge through the interaction of semiotic resources. In the meanwhile, teachers can

achieve their teaching objectives as well. Given the limited amount of research on the

multimodal teaching, the study gives a specific description of multimodal teaching of

reading under the framework of metafunction systems.

The study aims to explore how the multimodal teaching is conducted under the

framework of metafunction systems, and how to select and integrate the modalities to

achieve the teaching goals effectively. Therefore, the researcher has conducted the

multimodal teaching of reading with students of Class 3, Grade 2 in Nanjing NO.13

Senior Middle School for a semester. Based on the metafunction systems, the researcher

selects and integrates modalities, and designs the teaching phases. In this research, the

quantitative and qualitative approach are adopted to analyze, and explain the results of

tests, questionnaires, and interviews for the purpose of further learning about the effect

of multimodal teaching and providing suggestions for multimodal classes. After

finishing the experiment, the researcher concludes that teachers should select and

integrate modalities on the basis of teaching objectives, in order to realize the greatest

effect of multimodal teaching and improve students’ reading ability. Moreover, the

multimodal teaching arouses students’ interest in reading, and promotes them to take an

active part in class activities, as it provides a creative learning method with multi-

dimensional, and multi-sensory stimulation for them. What’s more, through the class

activities in the multimodal teaching, students’ learning input and output are effectively

and efficiently enhanced.

This research makes contributions to both theory and teaching practice.

Theoretically, it analyzes the reading text under the guidance of metafunction systems,

which provides a guideline for the multimodal teaching of reading. As far as the

teaching practice is concerned, the multimodal teaching plays an enlightening and

instructive role in the teaching of reading, which is much better than the traditional

teaching method.

Key words: multimodality, teaching, metafunction systems, senior

middle school students, reading

iii

List of Tables

Table 5.1 The Details of the Text in Case One.................................................. 25

Table 5.2 The Timetable in the Text.................................................................. 29

Table 5.3 The Division of Paragraphs............................................................... 30

Table 5.4 The Details of the Text in Case Three............................................... 33

Table 5.5 Ellipsis and Examples....................................................................... 45

Table 6.1 The Comparison of the Accuracy Rate in Two Tests........................ 50

Table 6.2 Analysis of the Questionnaire on the Multimodal Teaching……..... 52

Table 6.3 Results of the Questionnaire on the Multimodal Teaching…........... 53

Table 6.4 Categories of the Interview Questions…………………………….. 56

List of Figures

Figure 6.1   The Data of the Pre-test Result........................................................ 48
Figure 6.2   The Data of the Post-test Result...................................................... 49
Figure 6.3   The Comparison of the Accuracy Rate in Two Tests...................... 50 
          
CONTENTS
摘 要................................................................................................................................i
ABSTRACT..................................................................................................................ii
List of Tables.................................................................................................................iv
List of Figures................................................................................................................v
Chapter One Introduction...............................................................................................1
1.1 Research Background.........................................................................................1
v

2 Research Purpose and Significance....................................................................2
3 Thesis Configuration..........................................................................................3
Chapter Two Literature Review.....................................................................................5
1 Introduction of Multimodality............................................................................5
2 Research on Multimodal Discourse Analysis....................................................6
2.1 Multimodality Discourse Analysis Abroad...............................................6
2.2 Multimodality Discourse Analysis in China.............................................8
3 The Review of Previous Studies on Multimodal Teaching of Reading...........10
4 Summary..........................................................................................................11
Chapter Three Theoretical Framework........................................................................13
1 The Ideational Metafunction System...............................................................13
2 The Interpersonal Metafunction System..........................................................14
3 The Textual Metafunction System...................................................................15
4 Summary..........................................................................................................16
Chapter Four Methodology..........................................................................................18
1 Research Aim...................................................................................................18
2 Research Approach..........................................................................................18
3 Research Subjects.............................................................................................19
4 Research Instruments.......................................................................................19
5 Research Design...............................................................................................20
Chapter Five Multimodal Teaching under the Framework of Metafunction Systems.22
1 Multimodal Teaching of Reading Based on the Ideational Metafunction.......23
1.1 Case One.................................................................................................23
1.2 Case Two.................................................................................................27
2 Multimodal Teaching of Reading Based on the Interpersonal Metafunction. .31
2.1 Case Three...............................................................................................32
2.2 Case Four.................................................................................................35
vi

5.3 Multimodal Teaching of Reading Based on the Textual Metafunction...........38
5.3.1 Case Five.................................................................................................38
5.3.2 Case Six...................................................................................................40
5.3.3 Case Seven..............................................................................................43
5.4 Summary..........................................................................................................46
Chapter Six Analysis and Discussion...........................................................................48
6.1Test Data Analysis............................................................................................48
6.1.1 Data Analysis of the Pre-test...................................................................48
6.1.2 Data Analysis of the Post-test.................................................................49
6.2 The Questionnaire............................................................................................51
6.2.1 The Description of the Questionnaire.....................................................51
6.2.2 Questionnaire Results and Analysis........................................................54
6.3 The Interview...................................................................................................55
6.3.1 The Description of the Interview............................................................55
6.3.2 Interview Results and Findings...............................................................56
6.4 Summary..........................................................................................................57
Chapter Seven Conclusion...........................................................................................59
7.1 Major Research Findings.................................................................................59
7.2 Implications and Limitations............................................................................61
Appendix I....................................................................................................................63
Appendix II..................................................................................................................81
Appendix Ⅲ...............................................................................................................100
Appendix Ⅳ...............................................................................................................103
References..................................................................................................................104
在读期间公开发表的论文........................................................................................107
ACKNOWLEDGEMENTS.......................................................................................108
vii

viii

Chapter One Introduction

1.1 Research Background

Reading, as one of the most significant means for students to obtain knowledge

and acquire information, has been stressed a lot in the English classes. Therefore, how

to teach students reading in the middle school classes has always been a hot topic for

researchers to study.

In traditional classes, teachers take a dominant position in the class. They pass on

words, grammar, reading skills to students, regardless of the importance of

communicating and exchanging ideas with students. Over the last few decades, as the

technology of information and communications for education has been greatly

developed, English classes in senior middle school have witnessed the tremendous

changes in the approach to teaching and learning English, and more and more students

are familiar with various modes of presentation, for example, Internet, PPT, videos, etc.

The application of scientific technology in English classes supplies an effective

approach for teachers to take advantage of innovative teaching methods (Chapelle,

2001).

Moreover, the government has invested a large amount of money on senior high

school in recent years, contributing to the great improvement of the equipment in

schools, for example, most classrooms have been equipped with projection machines,

internet, and computers. Besides, the English teaching practice has been undergoing

tremendous reforms in the last decades. Many advantageous studies in this field have

been carried out under the support of the government, which aim to improve the effect

of teaching and learning.

Therefore, teachers have acquired various ways to interact with students with the

help of multimedia and teaching researches. The language-dominated style in English

classes has gradually been replaced by a new means of multimodal communication

(Albers, 2006). With easy access to information technology, students increase their

interests in learning, and have more opportunities to communicate with teachers and

other classmates in the class.

However, multimodalities applied in teaching is a new study trend in recent years

at home and abroad. Studies on multimodal teaching of reading are in the initial stage

and fruitful experiments have not been conducted much yet. Besides, without enough

guidance of research and theory, teachers could not appropriately apply the

multimodalities to English teaching and they tend to teach in the traditional way, which

上海理工大学硕士学位论文

leads to the situation that senior middle school students are accustomed to the outdated

learning method, and still poor in processing information in the reading practice.

Although students have more opportunities to take advantage of multimedia technology,

the current teaching methods barely satisfy their needs. Therefore, the author attempts to

make a study on the multimodal teaching of reading, in order to improve students’

reading proficiency. In the meantime, the instructional design about how to enhance

students’ learning input and output, how to promote the communication between

teachers and students, and how to build students’ habit of independent thinking needs to

be thought as well (Royce, 2002).

1.2 Research Purpose and Significance

As the information carrier, language serves as a significant medium for

communication. Reading, as a basic part of language learning, plays a more and more

important role in the English learning, and it has gradually been viewed as the major

criterion to evaluate students’ English comprehensive competence. Therefore, finding

out an effective way to teach students English reading is in an urgent need.

Due to the development of science and technology, a great number of semiotic

resources have been created by new information technology, and multimodal teaching

has been put into use. Elements, such as, visual, auditive, spatial, and other semiotic

modes have played important roles in the comprehension process. However, without

systematic study and training, a great many teachers think that multimodality is just

equal to PPT presentations, which is far from what multimodality means. As is known,

the grammar of these modes has been studied separately before, but when it comes to

the teaching practice, it becomes more complicated. The question that how to integrate

these non-verbal semiotic resources with verbal semiotic resources should be thought

thoroughly. As a consequence, it is significant to consider a new teaching model from

new perspectives.

Based on the current situation, the researcher makes an attempt to study how

multimodalities are selected and integrated under the framework of metafunction

systems, how the multimodal teaching is conducted, and how multimodal teaching

arouses students’ interest in reading and have a great effect on improving students’

reading proficiency. Therefore, it has every reason to believe this study can provide an

instructive implication for further study and bring a fresh perspective to the application

of multimodal teaching of reading in senior middle school.

1.3 Thesis Configuration

The research, divided into seven parts, explores how to conduct the multimodal

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摘要：

在元功能理论框架下对高中英语阅读多模态教学的实证研究摘要阅读，作为积累知识，获取信息的必要渠道，以及衡量语言水平高低的评判标准，其重要性在英语教学中不言而喻。多模态话语分析理论作为多媒体技术飞速发展的产物，对阅读教学产生了巨大的影响。教师在课堂上进行多模态教学,不仅能提高学生的阅读水平,而且能够增强其自主合作的学习意识。元功能理论为多模态课堂提供了坚实的理论框架。在阅读教学中，符号资源之间的相互作用能帮助构建符号的概念意义，展现人际意义，以及实现文本的语篇意义。在元功能理论框架指导之下,学生在接受符号资源相互作用的过程中完成了意义建构和知识积累,同时教师在此过程中完成教学目标。然而，针对多模态...

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