声明
Abstract
摘要
Table of Contents
List of Graphs
List of Tables
Chapter Ⅰ Introduction
1.1 Research background
1.2 Significance of this research
1.2.1 Theoretical significance
1.2.2 Practical significance
1.3 Overview of this research
Chapter Ⅱ Literature Review
2.1 Foreign language speaking anxiety(FLSA)
2.1.1 Definition of FLSA
2.1.2 The characteristics of FLSA
2.1.3 Factors accounting for FLSA
2.1.4 Instruments for assessing FLSA
2.2 Classroom reticence
2.2.1 Definition of classroom reticence
2.2.2 Factors accounting for classroom reticence
2.3 Previous studies on the related issue
2.3.1 Studies abroad
2.3.2 Studies at home
2.3.3 Summary
Chapter Ⅲ Theoretical Basis
3.1 Introduction of multimodal teaching
3.2 Theoretical basis of multimodal teaching
3.2.2 The semiotic basis---social semiotics
3.2.3 The philosophy basis---intersexuality theory
3.2.4 Linguistic basis---systemic functional grammar
3.3 Summary
Chapter Ⅳ Methodology
4.1 Research questions
4.2 Subjects
4.3 Instruments
4.3.1 Questionnaires
4.3.2 Semi-structured interview
4.3.3 Teaching reflection
4.4 Research process
4.5 The design of multimodal teaching procedure
Chapter Ⅴ Results and Discussion
5.1 Results
5.1.1 Analysis on the results of quantitative data
5.1.2 Analysis on the results of qualitative data
5.2 Discussion
5.2.1 On the relationship between FLSA and classroom reticence
5.2.2 On the impact of multimodal teaching on FLSA
5.2.3 On the impact of multimodal teaching on classroom reticence
5.3 Enlightenments on multimodal English teaching
Chapter Ⅵ Conclusion
6.1 Major findings
6.2 Limitations of the present study
6.3 Implications for the further study
Bibliography
Appendix
Papers Published during MA Program
Acknowledgements