多模态教学模式下的初中英语词汇教学设计与分析

摘要

听、说、读、写、看是语言学习者应具备的五种基本能力，而词汇学习不仅是语言赖以存在的支柱和具备这五种基本能力的前提条件，也是学生提高英语综合能力的基础。由此可见词汇教学在英语教学中的重要作用。除此之外，随着科学技术的发展，信息的传达转变成多种模态共同参与表达意义的过程，人们的交际过程也呈现多模态化。新课改也提出英语教学方式的改变，然而，古板的，机械式的词汇教学方式仍然存在，导致很多学生对词汇的学习兴趣不大，学习效果不佳。因此将多模态话语分析理论应用到英语词汇教学中意义重大。
　　本研究试图根据张德禄教授的多模态话语分析理论框架中的四个层面（文化层面，内容层面，媒介层面，意义层面），以外研版九年级上册Module12Save Our World的词汇为例，进行初中词汇教学设计与分析。首先，笔者对多模态教学模式和英语词汇教学的相关研究及内容进行阐述，为词汇教学设计打好理论基础。其次，笔者通过问卷调查了解学生的英语学习基本情况和对词汇学习的态度。基于所掌握情况，笔者运用多模态教学模式，对该模块词汇进行教学设计，并且在天津市第45中学初三、一班讲授这堂课。课后，笔者通过问卷调查、访谈以及课堂观察等，对本节课的效果进行自我反思与评价，并最后修订和完善教学设计。
　　本研究得出以下结论:第一，张德禄教授的多模态话语分析理论框架中的四个层面能将多种模态一起融合在教学中，充分调动学生的多种感官从而引起词汇学生兴趣，提高学生参与度。第二，对大部分学生来说，多模态符号的使用以及多种模态互动方式能够提高学生理解和运用单词的能力，从而实现更好的教学效果。

目录

声明

Abstract

摘要

Acknowledgments

Table of contents

Chapter 1 Introduction

1．1 Background of the Study

1．2 Purpose of the Study

1．3 Significance of the Study

1．3．1 Theoretical Significance

1．3．2 Practical Significance

1．4 Overview of the Thesis

Chapter 2 Literature Review

2．1 Multimodal Teaching

2．1．1 Definition of Mode

2．1．2 Definition and Criteria of Multimodal Theory and Multimode

2．2 Theoretical Foundation

2．2．1 Systemic Functional Linguistics

2．2．2 Kress and Van Leeuwen’s Visual Grammar

2．2．3 Multimodal Discourse Analysis

2．3 English Vocabulary Teaching

2．3．1 Definition of English Vocabulary Teaching

2．3．2．Significance and Purpose of English Vocabulary Teaching

2．4 Previous Studies On Multimodal Teaching at Home and Aboard

2．4．1 Previous Studies on Multimodal Teaching Aboard

2．4．2 Previous Studies on Multimodal Teaching at Home

2．5 Summary of the Applications of Multimodal Theory to English Vocabulary Teaching

Chapter 3 Preparation and Analysis of Instructional Elements

3．1 Preparation of Instructional Design

3．1．1 Research Questions

3．1．2 The Subjects

3．1．3 The Instruments

3．1．4 Data Collection

3．2 Analysis of the Learners

3．2．1 Learners’Basic Condition and Existing Knowledge

3．2．2 Learners’Emotion and Attitude

3．2．3 Learners’Current Situation and Preference

3．2．4 Learners’Perceptual Style

3．2．5 Learners’Cognitive Style

3．3 Analysis of Instructional Content

3．3．1 Selecting Teaching Material for Vocabulary Teaching

3．3．2 Arrangement and Adaption of Teaching Materials

3．4 Analysis of Instructional Objectives

3．5 Analysis of Important and Difficult Points

3．6 Design of Teaching Procedures

3．7 Design of Instructional Technology

Chapter 4 Instructional Design under the Multimodal Teaching Model

4．1 The Whole Teaching Procedure

4．2 Evaluation of the Instructional Design

4．2．1 Evaluation from Students

4．2．2 Evaluations from Advisers

4．3 Self-Reflection

4．4 Modification and Improvements of the Instructional Design

Chapter 5 Conclusion

5．1 Major Findings

5．2 Implications of the Study for English vocabulary

5．3 Limitations of the Study

5．4 Suggestions for Further Studies

References

Appendix