A Multimodal Functional Analysis Of Video Teaching Clips In Senior High School English Reading Class

With the development of information technology,the classroom teaching mode in the era of “Internet +” is no longer limited to language.Multi-modal teaching which is using a variety of symbolic systems such as limb movements,images,sounds,videos,etc.in class has become very popular.The scholars at home and abroad have begun to apply the theory of multimodal discourse analysis to the field of teaching.In English teaching,the function of discourse analysis of multi-modal reading class is crucial because of the invocation of multi-mode in reading is not only affects the classroom teaching effect but also has a significant impact on the cultivation of students' reading mind and ability.Based on the theory of multimodal discourse analysis and multimodal teaching theory,this thesis takes the video teaching clips of the 10 th Nationwide Prizewinners of English Teaching Demonstrations in Middle School as the research objects analyzed the multimodal genre structure and distributed features,multimodal media systems,and multi-modal coordination mechanism and semantic features comprehensively and systematically through observe,marking and data statistics methods.Its main purpose is putting forward for some useful suggestions to the senior high school teachers in multimodal English reading class after the case study of multimodal functional analysis of video teaching clips in senior high school English reading class.Through classroom observation,modal statistics,and the use of multimodal annotation tool ELAN mark and analyze the video reading class clips of the 10 th Nationwide Prizewinners of English Teaching Demonstrations in Middle School the main conclusions are as follows.(1)The procedures of high school English reading class has been included in the eight necessary teaching processes which belongs to the sixteen genre structures of English teaching proposed by Zhang Delu(CB?IT?IC?TA?SA?CS?HS?FC),but some teachers' teaching procedures lack of integrity,the most serious of which the stage is the summary part of the class at the end of the teaching.(2)The high school English reading class not only has multi-modality,but also shows the difference of modal distribution in different teaching programs.There are a few modes distributed at the beginning and end part of the class,and the modal resources of the intermediate subject teaching are very rich.This is in line with the concept,which is included in the latest National English Curriculum Standards for General High School(2017 version),that is teacher should be cultivate the core competence in English and the teachers' discourse should be presented in multimodal ways.(3)In the English reading class,the teacher mainly uses the coordination mechanism in modality,such as speaking,gesture,gaze,and PPT courseware combination,through the multimodal meaning system to achieve the three major semantic functions,such as ideational function,interpersonal function and textual function.According to the conclusions of the study,the author believes that there are still some shortcomings in the multimodal selection and application of reading classroom,and puts forward some relevant suggestions.(1)In theory,teachers should strengthen the study of related theories in multimodal,multimodal discourse analysis and multimodal teaching,and use their guiding function to take a good combination of theory with practice in English teaching.(2)In practice,teachers should maintain the integrity of the teaching procedures first,then fully realize the diversity of mode and the distribution characteristics of multimode in English reading class and understand the functions and collaborative mechanisms of multimode in here,and discard the dross and keep the finer part to improve their teaching methods and effectiveness of reading class.