Research On Correlation Between College English Teacher Multi-modal Discourse And Student English Learning Autonomy

Owing to the widespread use of multimedia technology, the development ofteaching theory, and the implementation of teaching reform, a new model for teachingin college English classes has come into being. The traditional college English classsolely based on text and conversation has been transformed into multimodal Englishclass, containing language, images, audio, video, etc. Multimodal Discourse Analysis(MDA) is based on Systemic Functional Linguistics (SFL) which is found byHalliday. According to MDA, it considers language multimodal in nature as stated bySFL that language is social semiotic (Halliday,1978). It also adopts meta-functionhypothesis of SFL, possessing the quality of system and function which realized threemeta-function of language that is ideational, interpersonal and textual.This thesis is based on the theory of MDA from various levels and perspective ofmultimodal study in combination with the study of motivation and the view of threemeta-functions of SFL. It is aimed to verify two questions on the correlation betweenthe use of college English multimodal teaching discourse and student Englishlearning autonomy and the most effective modes that can cultivate student Englishlearning autonomy. The purpose of this study is to have a thorough understandingabout the relationship between college English teacher multimodal discourse andStudent English learning autonomy to arouse teacher’s awareness of usingmultimodal discourse in enhancing student learning autonomy.This empirical research takes60students in one of Zhengzhou’s universities assubjects. The author looks at students’ questionnaire, classroom observation andanalysis of final examination scores. The study adopts both qualitative andquantitative methods. For the qualitative research, the author analyzes theoreticalframework, the feedback of questionnaires and classroom observation to find out theinfluence of teacher classroom multimodal discourse. During quantitative study, theSPSS11.0independent samples t-test is used to analyze the results of final examscores of two classes’ students.Both quantitative and qualitative analysis confirmed the author’s initial hypothesis that the influence of teacher multi-modal discourse on student learningautonomy not only shows in student willingness to cooperate in class but also in thediversity of their final exam results(t=0.589, p=0.558>0.05/t=2.450, p=0.017<0.05).Through related statistics, the most efficient and effective teaching methods includedmulti-modal techniques. The author also finds out most effective modes in teachingstudents. Teachers’ learning these methods can provide better classroom instruction,enhance learning experience for students. The research not only contributes to thetheoretical essence but also brings a practical significance for college Englishteaching.Although there are some limitations in this study, the writer uses severalscientific research methodology and statistical method to analyze the correlationbetween college English teacher multi-modal discourse and student English learningautonomy and offers a new thought for the future study of multimodal discourseanalysis.