A Case Study On Teacher Talk In Junior High School High-quality English Reading Class Based On Multimodal Discourse Analysis

Discourse is a communicative behavior that takes language as the medium.Multimodality refers to a variety of modes employed by people in communication,such as language,gesture,body,color,image,etc.Reading,as one of the five English skills,plays an important role in English learning.As the main means of classroom teaching,teacher talk is not only a tool to participate in and organize teaching activities,but also an important way to input students' language.Based on the situation of in the classroom teaching of multimodal discourse analysis research,the research focuses more on science classroom,university classroom,paying less attention to the junior high school English teaching,therefore,this research attempts to from the perspective of multimodal discourse analysis to analyze the different modes and the interaction of various mode used by junior high school English teachers.Three research questions are put forward as follows:1)What is the distribution and function of various modes in teacher talk in junior high school high-quality English reading class?2)What is the interaction between different modes in teacher talk to construct the representational,interactive and compositional meaning?3)What do English teachers do to combine various modes in teacher talk to construct meaning and achieve teaching objectives based on Multimodal Discourse Analysis?In this study,10 high-quality English reading teaching videos of five teachers in ajunior school are the research subjects.Observation,ELAN,a multimodal annotation tool,and interview were used as research tools.Observation and annotation were used to understand the various modes in teacher talk.The purpose of the interview was to understand the teachers' attitudes and views on the Multimodal Discourse Analysis.The research findings show that through the observation of teaching videos and the analysis of multimodal data,the modal resources such as auditory modal and visual modal are widely used.From the perspective of meaning construction,in the English reading teaching of junior high school,three meta-functional meanings are constructed by using a variety of modal resources,namely,representational meaning,interactive meaning and compositional meaning.Finally,this thesis also puts forward suggestions for the English reading teaching in junior high school and the follow-up research.