A Multimodal Discourse Analysis Of English Reading Demonstration Classes Of Junior High Schools Teachers

With the development of “Internet+” era,people's communication methods have transfered from the traditional "language-based" method to "the combination of multiple modal resources " method.Due to the widely application of audio,vedio and other modal resources in classroom teaching,the teaching discourse of teachers has become a typical dynamic multimodal discourse.Zhang Delu(2007)pointed out that teachers' usage of multimodal resources in classroom teaching affects the teaching effect to some extent,therefore the research on multimodal discourse used by teachers in classroom teaching is quite necessary.This study selects five English reading teaching demonstration classes of the 12 th National Junior High School English Classroom Teaching Course as the research objects,mainly adopts the observation method and the corpus analysis method.The research starts from three aspects: 1)Make reference to the related research of junior high school English reading teaching and the demonstration teaching,and the analysis is combined with the teaching practice of the 5 demonstration classes as well to analyze the main teaching procedures of junior high school English reading teaching demonstration class;2)The research summarizes the modal resources used by the teachers in the five demonstration classes,then adopts the multi-modal annotation software ELAN to annotate the modal resources used in each teaching stage.3)Based on the theory of visual grammar to analyze how teachers use modal resources to realize representational meaning,interactive meaning and compositional meaning,and selects individual teaching segments of different stages as examples to demonstrate.In addition,the study combines the comprehensive framework of multimodal discourse analysis to comprehensively analyze the cultural and contextual factors of modal selection.The research tries to explore: 1)the characteristics of junior high school English reading teaching demonstration class;2)the characteristics of the usage of modal resources in junior high school English teachers' reading teaching demonstration class;3)the meaning construction of modal resources in junior high school English teachers' reading teaching demonstration class.Through the observation of the teaching demonstration class and the summary and analysis of multimodal data,it is found that:1)In general,the junior high school English reading teaching observation class includes seven teaching stages,namely,the starting ceremony-lead-in-pre-reading-while-reading-post-reading-homeworkending.2)From the usage of teacher modal resources in 5 demonstration classes,a variety of modal resources such as auditory modal resources,visual modal resources,and action modal resources are widely used;It can be seen from the ELAN annotation results that the frequency and density of phase modal resources are different in each teaching stage.The frequency and density of modal resources are the highest in while-reading stage,The second is the lead-in stage.The modal resource is used at the lowest frequency and the lowest density is the end stage.In terms of modal selection,the action mode is used more frequently than the auditory mode and the visual mode.3.From the perspective of meaning construction,a variety of modal resources are combined to construct the three meta-functional meanings in the junior high school English reading teaching demonstration class.Among them,representational meaning is mainly realized in the process of vocabulary explanation and text analysis in the while-reading stage.In addition to language modal resources,teachers use more visual modal resources,including graphic and textual combination,plain text visual modal resources,and action modal resources such as gestures and eye contact.The interactive meaning is realized in various stages of classroom teaching,in which the lead-in stage is particularly evident.The research results show that teachers mainly use action modal resources such as eye contact,teacher-students distance and visual angle to effectively express positive interactions such as encouragement,equality and praise,thus creating a harmonious classroom atmosphere.The compositional meaning in English reading teaching demonstration class is mainly reflected in the design of PPT and whiteboard.The research results show that teachers mainly rely on information value,salience and framework to construct compositional meaning,which is realized by the cooperation of various visual modal resources in PPT and whiteboard.This research is based on former researchers' study on multimodal discourse analysis,selecting junior high school English teachers' classroom teaching as data,further demonstrating the feasibility of multimodal modal discourse analysis theory to analyze dynamic things.Through in-depth exploration of the usage of modal resources in various stages of junior high school English reading teaching demonstration class and the meaning construction of modal resources in the classroom,it provides a reference for junior middle school English reading teaching.