About On the multi-modal technology in the university foreign language classroom applications-毕业论.pdf
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1、About On the multi-modal technology in theAbout On the multi-modal technology in theuniversity foreign language classroomuniversity foreign language classroomapplicationsapplicationsPaper to write net: Paper Keywords: multi-modaltechnologyforeignlanguageteachingstrategiesAbstract: the rapid developm
2、ent of multimedia networktechnology and application of multi-modal universityteachingforeignlanguageclassroomprovidesatechnology platform based on technical characteristics ofmulti-modalanalysisofmulti-modalteachingthemeaning and application, and raised the question ofmulti-modaluniversityforeignlan
3、guageclassroomeffective strategies for technology-assisted teaching.In the university foreign language teaching, cultureand education is the core of the ideological vision ofexpandingtoabsorbhumanknowledge,toguidestudents to absorb the ideas of Western culture, whilestrengthening the critical thinki
4、ng abilities, throughoutthehumanitiesgeneraleducationinallaspectsofteaching. Web-based resources supporting multi-modalapplicationofforeignlanguageteachinguniversity1teachersandstudentscantakefulladvantageofmulti-species,multi-modallearningresources,whichgreatly enriched the students to learn the fu
5、ll use ofresources, embodies the diversity of resources, teachingtechnical and multi-channel information advantage forforeign language teaching, training to build the idealplatform.A multi-modal technology-assisted languageteachingtheorybasedonMulti-modaltechnology-assisted language teaching began t
6、o discussthe multi-modal discourse analysis theories, multi-modaldiscourse analysis is the development and active in theWest over the past decade a new method of discourseanalysis. Multi-modal discourse analysis based on hallidaysocial semiotic theory, based on the analysis, includinglanguage, image
7、, space, and other text resources. 1On the multi-modal interpretation, Kress &van Leeuwen (1996) pointed out that the multi-modalmodes of several symbols simultaneously, 2 Kress andvan Leeuwen will be the symbolic language of thecommunity (Hallidays research focus shifted to image2(OToole Kress
8、& van Leeuwen, sound (van Leeuwenand other multi-modal means of communication research.Kress and van Leeuwens analysis of visual imagesconstructedgrammarframeworkformulti-modaldiscourseanalysisprovidesatheoreticalbasisandanalytical methods. With digital, network and multimediatechnology, widely
9、used, has been traditionally consideredto be Vice-language grammar of images, color, sound andmovementsymbolsinmoderncommunicationandlanguagesymbolstogethertoformabroadermulti-modal symbolic resources, together participate inthe construction sense. Kress and van Leeuwen that modecan be defined as pa
10、rticipation in all communicationchannelsandmedia,inadditiontothetraditionallanguage of symbols, it also includes images, colors, music,technology, symbol systems of symbolic resources (suchas sound language, image, sound, design, operation, etc.to participate in everyday interpersonal communicationa
11、ctivities,formingamulti-modalcommunication.multi-modal (Multimodality is a wide range of modernsociety, a major feature of discourse in the digital agedifferent modes in the sense of reproduction of the same3level plays a role (Kress & van Leeuwen, 2001:2). 3Numerousscholarstostudythemulti-modal
12、relationsandforeignlanguageteachingLeefightpromoter (2003 that refers to a multi-modal in additionto text, but also with images, charts and other symbolswords, or symbols any more than one encoded by theachieve meaningful text.4 HU Zhuang-lin et al (2007 in2005 Renmin University of China in Australi
13、a CulturalFestival on a PPT presentation contest 23 entries wereanalyzed 5 Gu Yue State (2007 in the study analysismultimedia learning and multi-modal study of the twoconcepts. 6Zhang Delu (2009) based on systemic functionallinguistics theory to set up a multi-modal discourseanalysis of a comprehens
14、ive framework for multi-modaltheory of discourse and media technology in foreignlanguage teaching research, Zhang Delu (2009 pointedout that the conditions of modern technology , in thediscourse of multi-modal communication framework, thechoice of mode can be: (1 foreign language teaching toprovide
15、real teaching situations as possible andfacilitiesto improve teaching efficiency, (2 provide support for the4foreignlanguageteachingconditions,toimproveteachingefficiency,(3wordsforthemulti-modalmulti-channelcommunicationdiscoursemeaningofexpression. 7Withthecontinuousdevelopmentofmoderneducational
16、technology, web-based resources, multimediatechnology, the use of multi-modal English teachingreform will have a profound impact in the process oflanguageteaching,speechandgestures,facialexpressions and speech recognition, speech synthesis andfacial expressions and other modes of complementaryresear
17、ch will be multi-modal discourse analysis study of amajor trend.Second,themulti-modalapplicationoftechnology-assisted language teachingMulti-modaltechnologyhastheinformationcarrierofdiversity,integrated,interactive,multi-dimensionalnature,distribution and other characteristics, it can become avirtua
18、l reality, the abstract becomes concrete in theforeign language classroom, multi-mode technology toproduce courseware can integrate the teaching objectives,5motivatestudentstolearnpositivethinkingandmulti-faceted teaching knowledge to achieve the desiredeffect.multi-modaltechnologyinforeignlanguaget
19、eaching in the following aspects.1 the use of technology to build the diversity ofinformationresourcesForeignlanguageteachingshould make use of a variety of information resources,capacity visual, hearing, touch, smell, taste and othersensory stimulation to provide learners with a sound,images, graph
20、ics, and text around an interactive languageenvironment, has been active in studentknowledgerelevant experience, and with multi-modal interactioneffects, and guide students to understand, explore, studyandlanguage-relatedculturalphenomena,fromtheperspectiveofmulti-dimensionalunderstandingoflanguage,
21、 analysis of language multi-modal technologycanalsobuildavarietyofinformationresources,traditional teaching in textbooks as the main teachingresources, teaching content severely limited the teachingprocess of expanding the use of teaching resources; andweb-based resources, foreign language teaching,
22、 online6teaching resources, teaching materials with the use oftheir information resources in text, pictures , animation,audio, video and other forms to provide a diverseteaching content, such as culture, language, religion,geography,history,context,etc.,demonstratingtheadvantage of the diversity of
23、information resources.Multi-modal design of the PPT can providevisual and auditory text, voice, graphics, images, video,etc., the use of video, oral and written language guide,selectivelyaddedtothelanguagerelatedtothegeographical environment, folklore, fables, myths, socialhistorical development, cu
24、stoms, religious beliefs, values,science and technology, literature and art and othercultural content, to reach close to the best of teaching,while students in the previous accumulation of culturalfactors are often designed by teachers, real, targeted, witha can operational tasks to guide the one ha
25、nd, to deepenthe understanding of language, on the other hand thegradualaccumulationofculturalknowledgeandsystematic, so that students in a relaxed environmentwhere the natural acquisition of language.7(2) the use of information technology to buildmulti-channel transmissionMulti-modal technologycan
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