Multimodal Evaluation On Micro Video Lessons Of Postgraduates' Academic English Writing From Systemic Functional Linguistic Perspective

With the development of information technology,classroom teaching is becoming more and more multimodality and Internet-based orientations,and various kinds of micro video lessons are emerging.However,there is a lack of agreed standards for the evaluation of micro video lessons,and a lack of consensus on how to use different modalities in micro video lessons currently.Being a theoretical research based on Visual Grammar and Auditory Grammar unifying in the multimodal research of Systemic Functional Linguistic perspective,the present research attempts to put forward a multimodal evaluation framework which takes into consideration the grading criteria for the competition of micro video lessons of academic English writing for postgraduate students in 2019 organized by the Beijing Graduate English Teaching Steering Committee.This study finds that the representational meaning,interactive meaning,compositional meaning in Visual Grammar correspond to the ideational meaning,interpersonal meaning,textual meaning in Systemic Functional Grammar respectively.In the evaluation criteria of micro video lessons,the curriculum contents,gestures/contacts/shooting perspectives,as well as PPT design also correspond to the three meta-functions in Systemic Functional Grammar.Similarly,sound modality,sound perspective,sound quality in Auditory Grammar correspond to the ideational,interpersonal,and textual meaning in Systemic Functional Grammar respectively.In the evaluation criteria of micro video lessons,the language standard,language appeal,and language quality also correspond to three meta-functions in Systemic Functional Grammar.Therefore,the representational meaning,interactive meaning,compositional meaning in Visual Grammar can be presented through curriculum contents,gestures/contacts/shooting perspectives,as well as PPT design in micro video lessons.Sound modality,sound perspective,sound quality in Auditory Grammar can be presented through language standard,language appeal,language quality in micro video lessons.The multimodal evaluation framework is constituted through the contribution of the above factors in micro video lessons to achieve the realization of the ideational,interpersonal,and textual meaning in System Functional Grammar.In order to verify the feasibility of this multimodal evaluation framework,five awarding micro video lessons from the 2019 competition of micro video lessons of academic English writing for postgraduate students organized by the Beijing Graduate English Teaching Steering Committee have been used to analyze the influence of visual and auditory modalities to the grade assessment.We find that in the first prize micro video lessons,first,the ideational meaning is realized in that the curriculum contents in visual modalities conform to the target audience's cognitive level,and the language is standard and the background music is suitable;second,the interpersonal meaning is constructed in that the shooting angle is set to demonstrate a suitable relationship between the teacher and the audience,and appropriate gestures are presented in visual modality and the teacher's sound is attractive in auditory modalities;third,the textual meaning is realized in that the PPT is well designed,as well as teachers' sound is clear and qualified.The present research establishes a multimodal evaluation framework and verifies its effectiveness.In addition,through the process of theoretical exploration and verification,it summarizes the standard criteria to design excellent micro video lessons,which provides a theoretical basis for the application of multimodal resources to optimize classroom teaching and the inspiration of the design of excellent micro video lessons for English teachers.