Multimodal Analysis On Meaning Construction Of Ppt Courseware For Foreign Language Teaching In Middle School

PPT,as a novel multi-modal discourse is widely used in classroom teaching and a well-made PPT courseware is of great help for effective teaching as well as learning.However,most researchers only focus on its application techniques and empirical teaching results.Quite a few of them regard it as a new genre of discourse let alone pay special attention to the researches on theoretical framework applicable for PPT discourse.Thus,this thesis,from the perspective of systematic functional grammar,tries to establish a synthetic analytical framework for PPT discourse to find out the meaning potential of static modalities in PPT discourse and their effects on foreign-language classroom teaching.Under the framework of systematic functional grammar,the present study first tries to combine visual grammar proposed by Kress and van Leeuwen(1996)with the framework of interaction function in visual narratives proposed by Painter et al.(2006)to establish an analytic framework for images mode in PPT discourse.Through associating representational system and compositional system in visual grammar with interpersonal system in visual narrative grammar,it is hoped to achieve optimal analytical effects of visual mode in PPT discourse.Secondly,the focus of attention is typographic mode.The present study distinguishes typographic image from word image and more attention is paid to meaning potentials of the former one.At last,the interaction relation between image and text is also explained in detail from the aspects of status and logic-semantics.And the influence of the image-text interaction on teaching effect is also discussed.In the present study,it is found out that pictures and typographic types express interpersonal,interaction and compositional meanings through various systems;the representational meaning of images represents the world outside and inside us.The interpersonal meaning of images creates the interaction among designers,viewers and represented participants in images.The meaning of composition logically connects the former two into a meaningful whole.The metafunctions of images are achieved through diverse elements.In PPT courseware,the use of different images with different metafunctions needs to be in accord with various teaching steps with the purpose of promoting the expressive power of the teaching content further to improve students' learning efficiency;the three metafunctions realized in the form of typography are mainly concerned with color system and typeface system.In PPT courseware,the selection of typography is not random,but depends on corresponding teaching step in order to reach optimal teaching effect;text and image often exist side by side in a PPT slide.They work closely to strengthen the expressive ability of the teaching content and to improve multi-literacy of students.Through analysis of the data,it demonstrates the applicability of the proposed analytical framework for the static modes in PPT discourse.Meanwhile,some suggestions are given in linguistics way for the making of courseware used in middle school foreign-language teaching.It is hoped that this research can make a contribution to further PPT-discourse researches and also can have a positive effect in actual teaching activities.