声明
Acknowledgements
Contents
Abstract
摘要
Chapter One Introduction
1.1 Research background of the study
1.2 Research purpose and significance of the study
1.3 Layout of the thesis
Chapter Two Literature Review
2.1 Multimodal discourse in classroom
2.1.1 Definition and studies of multimodal discourse at home and abroad
2.1.2 Definition and studies of Multimodal Discourse Analysis (MDA) at home and abroad
2.1.3 Definition and studies of Multimodai Discourse Analysis in college English classroom at home and abroad
2.2 Definition and studies of literacy and multiliteracy at home and abroad
2.3 Relationship between multimodal discourse in classroom and students’ multiliteracy
Chapter Three Theoretical Framework of the Study
3.1 Systemic Functional Grammar
3.1.1 Ideational function in classroom multimodal discourse
3.1.2 Textual function and multimodal discourse
3.1.3 Interpersonal function and multiliteracy
3.2 Synthetic framework for Muitimodal Discourse Analysis of the study
Chapter Four Research Design
4.1 Research questions
4.2 Research participants
4.3 Research instruments
4.3.1 Classroom observation
4.3.2 Students’ assignment collection
4.3.3 Open-ended interviews
4.4 Research procedures
4.4.1 Investigation on current situation of multimodality used in college English classroom and multiliteracy enhancement
4.4.2 Pre-test stage
4.4.3 Intervention of modalities used in college English teaching
4.4.4 Post-test stage
Chapter Five Results and Discussion
5.1 Classroom Multimodality Analysis
5.1.1 The comparison of modality used in Intensive Reading in vocabulary learning
5.1.2 The comparison of modality used in Listening Course
5.1.3 The comparison of modality used in Speaking Course
5.2 Interview analysis
5.3 Result discussion
Chapter Six Pedagogical Implications
6.1 Suggestions for teachers
6.2 Suggestions for students’ multiliteracy enhancement
6.3 Suggestions for school administrators
Chapter Seven Conclusion
7.1 Major findings and implications
7.2 Limitations and suggestions
References
Appendix