The Multimodal Discourse Analysis Of High-quality English Reading Classes In Senior High School

With the rapid development of information technology,the once language-based communication mode has been gradually replaced by the multimodal communication mode in which multiple modalities construct meaning simultaneously.In high school English reading teaching,both the requirements of curriculum standards and the needs of social development require teachers to learn to integrate language knowledge and implement multimodal teaching appropriately by using diverse means in the multimedia era.Therefore,this study attempts to conduct a multimodal analysis of high school English quality reading lessons based on multimodal discourse analysis theory and multimodal teaching theory to provide references for practical teaching and to help teachers better implement multimodal teaching.This study takes the comprehensive framework of multimodal discourse analysis proposed by Zhang Delu(2009)as the research framework,and analyzes teachers’ multimodal discourse in the 11 th high school English quality reading class through the annotation of modal statistics and ELAN tools,in an attempt to answer the following research questions: i.What are the characteristics of the distribution of various modal resources in the high school English reading classroom? II.What are the main functions of different modal resources? III.How do the different modalities interact with each other to achieve conceptual reproduction,interpersonal interaction,and constructed meaning? By using a combination of qualitative and quantitative analysis,with the help of video annotation software ELAN,annotation and analysis were conducted,and the following conclusions were drawn:(1)High school English quality reading classes all used multiple modalities for teaching,and the teaching procedures were all included in the eight necessary teaching procedures in the sixteen genre structures of English teaching proposed by Zhang Delu(CB→IT→IC→ TA→SA→CS→HS→FC),the classroom structure is scientific and complete.(2)The high school English quality reading classroom reflects different modal distribution in different teaching procedures,which shows that there is less modal distribution in the beginning and ending parts of the classroom,but the middle main teaching part is very rich in modal resources,and the teaching focus is proposed to highlight the hierarchy.(3)In the English reading classroom,teachers mainly use the synergistic mechanism between modalities such as speaking,gesture,gaze,and combining with PPT classroom materials to achieve three major meta-functions: conceptual function,interpersonal function,and schematic function through a multimodal meaning system.According to the findings of the study,the author believes that there are certain shortcomings in the selection and application of multimodality in current reading teaching,and puts forward relevant suggestions:(1)Theoretically,teachers should strengthen the research on multimodality,multimodal discourse analysis and theories related to multimodal teaching,pay attention to the guiding role of multimodality and its related theories on high school English reading teaching,and better guide the practice.(2)Practically,teachers should maintain the integrity of reading teaching procedures,fully understand the multimodality of the reading classroom and the distribution characteristics of multimodality,understand the functions and synergistic mechanisms of multimodality in the reading classroom,use multimodal resources more effectively,promote multimodal teaching,and improve classroom quality.