| With the development of science and technology,contemporary society has gradually entered the era of information.In this background,more diversified modes such as text,image,audio and video are widely used in English micro-lesson teaching.Therefore,the application of micro-lesson in English teaching has been highly praised at home and abroad.Many researchers and English teachers have conducted analysis,research and exploration experiments on the theory and practice of micro-lesson.This paper is based on ELAN 6.2 multimodal discourse analysis software,based on multimodal discourse analysis theory and multimedia learning theory,takes 30 junior middle school English award-winning micro-lessons of the national micro-lesson competition as the research subjects,and makes a comprehensive and systematic analysis on the multimodal usage and characteristic of modes in different teaching stage.In order to put forward practical suggestions for English micro-lesson teaching in junior middle school.The author annotated and analyzed the award-winning micro-lessons through observation and the use of multimodal annotation tool ELAN6.2.The main conclusions are as follows :（1）Verbal mode and non-verbal mode are the main modes used in English micro-lesson in junior middle school.Verbal mode mainly refers to teacher’s language and intonation,while non-verbal mode mainly includes text,image,text＆image and symbol.（2）The usage of verbal and non-verbal modes is different in lead-in,text comprehension,activities and summary stages,and the percentages of the two modes in the same teaching stage are also different.Non-verbal modes are more frequently used in the lead-in stage than verbal modes.Text comprehension stage is the most concentrated stage of teacher’s discourse,followed by activity stage,summary stage,and the lead-in stage.Although the percentage of mode is different in each stage,generally speaking,verbal mode and non-verbal mode coordinate with each other in each teaching stage to carry out micro-lesson teaching.Finally,according to the usage of modes and the characteristic of modes in different teaching stages,this paper puts forward corresponding suggestions from theoretical learning and practical teaching:（1）In terms of theoretical study,teachers should strengthen the research of multimodal discourse analysis theory and multimodal teaching,and pay attention to the guiding role of multimodal discourse in junior middle school English micro-lesson teaching.（2）In terms of practical teaching,teachers should fully understand the multimodalities and distribution characteristics of modes in different teaching stages,and understand that micro-lesson is coordinated by multimodalities,so as to improve teaching methods and enhance the effectiveness of micro-lesson. |
PDF Full Text Request