多模态评价理论视角下的英语后续课程建设-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Follow-up English Course Construction based on Multimodal Appraisal Theory

Author(s):: HE Juan; (Foreign Languages Department of Jimei University, Xiamen, Fujian Province, 361021)

摘要:: 综合评价理论和视觉语法为理论分析框架，以“英语国家社会与文化”课堂教学语篇为个案例示，讨论多模态评价意义构建对英语后续课程建设的理论指导作用和实践效果。实证研究发现，教师在授课过程中适当穿插积极态度意义词汇以及介入意义、级差意义词汇有利于从情感上引导学生参与意义共建。板书、PPT资料实现了视觉资源的介入意义；教师的目光、面部表情和手势实现了视觉和肢体资源的接触意义、态度意义、介入意义和级差意义，辅助语言资源促成教与学的共同价值立场。学生的参与角度实现了态度意义。教室的布局体现了师生之间的社会关系和权势关系。教师积极情感投入和调动多模态资源人际互动意义对英语后续课程建设有促进作用。

Abstract:: Based on appraisal and the grammar of visual design, taking English Countries and Culture Course as a case study, this paper explores the theoretical guidance and practical effects of multimodal appraisal construal in English follow-up course construction. The empirical study demonstrates that proper words of attitude, engagement and graduation in the process of classroom teaching guide students to participate in the meaning co-building emotionally. Blackboard-writing and PPT materials realize engagement of visual resources. The teacher’s gaze, facial expressions and gestures realize contact, attitude, engagement and graduation of visual and body resources, which assist language in the establishment of common value position during teaching and learning. The angle of students realizes attitudal meaning. The layout of classroom embodies the social and power relationships between the teacher and students. The active emotional investment of the teacher and interactive meanings of multimodal resources promote English follow-up course construction.