| As time goes by,great progress has been made in science and technology.As a result,modes of classroom teaching have become diverse.Therefore,classroom teaching is also regarded as a multimodal process.As well,multimodal discourse analysis develops well since its research objects have gradually expanded from static discourse to dynamic discourse.College English teaching quality directly has great influences on the maintenance and development of college students' English levels.Thus,based on previous studies,the present study attempts to combine multimodal discourse analysis with College Comprehensive English classroom teaching and tries to provide implications for College English teachers to make more effective classroom teaching designs and improve the quality of teaching.An analytical framework for the present study will be proposed,which is inspired by Halliday's Systemic Functional Linguistics,Kress & van Leeuwen's Visual Grammar and Zhang Delu's Synthetic Framework of Multimodal Discourse Analysis.On the basis of this proposed framework,the thesis analyzes the process of comprehensive English classroom teaching and tries to answer the following three questions:(1)what are the structural features of comprehensive English classroom teaching?(2)What are distribution features of different modes in such classroom teaching?(3)How do teachers construct representational,interactive and compositional meaning in such classroom teaching? Qualitative and quantitative approaches are adopted to analyze teaching videos of teachers who won the first prize in 2013 and 2016 “SFLEP Cup” National College Foreign Language Teaching Competition(Comprehensive English Group)with the help of video annotation software ELAN 5.7.Findings of this study are as follows.1.College Comprehensive English classroom teaching is a multimodal phenomenon and it presents obvious structural features.The whole teaching process can be roughly divided into seven steps: Class Begin(CB),Lead-in(LI),Teaching Objective(TO),Main Content(MC),Activity(ACT),Summary(SUM)and Assignment and Finish(AF).Among them,LI,MC and ACT occupy most of the time in the whole teaching process,while TO,SUM and AF take less time.2.In the whole teaching process,various modes are fully mobilized.Among them,interms of the kinds and frequencies of modes,MC is the most abundant stage.Modes involved in CB,TO and AF are less than other stages.And the frequencies of language and para-language belonging to auditory modes are the highest,while the frequencies of visual modes are the lowest.As for action modes,the frequencies of gaze and gesture are much higher than that of posture and smile.In visual modes,text,text and image,color and font are used more frequently.3.In the aspect of the construction of representational,interactive and compositional meaning,teachers choose different modes together at the same time to realize them.Narrative process and conceptual process are two sub-categories that are represented by examples.Generally speaking,the narrative process accounts for the vast majority.The construction of interactive meaning involves contact,distance,attitude,and modality.It is realized mainly by the interaction of language,eye contact,gestures,postures and text and image presented in PPT.The construction of compositional meaning is related to the information value,salience,and framework.It is achieved by visual modes presented by PPT in which usually some important information is placed in the middle of the screen,and it is distinguished from other secondary important information by different colors and fonts.Pedagogical implications are obtained from the present study: firstly,when designing classroom teaching,teachers should pay special attention to the design of teaching structure to organize a class in a better and more orderly way;secondly,teachers should improve their awareness of using multiple modes of teaching in the classroom,so as to better achieve teaching objectives and improve teaching efficiency;thirdly,when making teaching designs,teachers should pay attention to using various modes reasonably based on teaching purpose,objectives,and content,to achieve the best teaching effect. |
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