Multi-modal Discourse Analysis In International Chinese Micro-class Teaching Videos

After the outbreak of the novel corona-virus in 2020,primary and secondary schools across the country began to follow the national call of "no classes without suspension" and started to take the road of online teaching,which ushered in a period of rapid development of "micro classes".Due to its own particularity,the international Chinese education community chooses to change its traditional teaching mode and vigorously develop micro-course teaching at this turning point of the epidemic.As the online education of international Chinese was forced to make a choice after the outbreak of the epidemic,teachers engaged in the international Chinese cause often had no way to start the design of micro-lessons.In the process of the design and recording of micro-lessons,they also encountered difficulties such as poor interactivity,confused mode selection and insufficient modern educational technology.Based on ELAN6.4 multi-modal discourse analysis software and on the theoretical basis of visual grammar,audio-visual integration theory and multi-modal discourse analysis,this paper takes 20 excellent award-winning videos from 2021 global Chinese teaching micro-class communication exhibition as research objects,and analyzes the visual modes and auditory modes in the videos as well as the use of symbols involved.Its purpose is to explore the coordination and meaning expression of multi-modes in Chinese micro-lessons by analyzing the use of modes and symbols in award-winning micro-lessons,so as to provide practical suggestions for novice teachers who record micro-lessons videos of language points in international Chinese education.By collecting and reading relevant literature,observing in class,and using multi-modal annotation tool ELAN6.4 to annotate and analyze the award-winning works,this paper mainly draws the following conclusions:(1)The auditory mode is the main mode in Chinese micro-class,the visual mode is the secondary mode in Chinese micro-class,and the symbols involved in the secondary mode also need to serve the symbols involved in the main mode.Only in coordination with each other can they achieve the expression of meaning.(2)The overlapping of modes and symbols in Chinese micro-lessons should not be based on teachers’ personal preferences.Instead,the multi-modes and symbols involved in the video should be organically combined in accordance with the principles of effectiveness,authenticity and collocations.Finally,based on the usage of modes and symbols and the way to realize the meaning of sound and picture coordination in excellent micro-class works,this paper puts forward corresponding suggestions from the two aspects of multi-mode selection and coordination in micro-class videos and the use of modern educational technology in micro-class videos:(1)From the aspect of multi-modal selection and coordination,teachers should strengthen the study of multi-modal discourse analysis theory and attach importance to the guiding role of multi-modal discourse in the teaching of international Chinese education micro-lessons.In addition,when designing micro-lessons,teachers should always bear in mind that all words and deeds of teachers and all contents in courseware should serve the teaching itself.This ensures that the choice of modes and symbols is meaningful.(2)In terms of the use of modern educational technology,teachers should make efforts in PPT making,sound design,video shooting and editing,and subtitle making.In PPT making,attention should be paid to font design,picture selection and color matching in courseware.In sound design,attention should be paid to the supreme status of teacher’s voice explanation as the main mode,which should not be disturbed by other sound symbols.In the production of video editing and subtitles,attention should be paid to the lighting when shooting,the later editing when teachers make mistakes,and the setting of bilingual subtitles.