多模态环境下大学英语多元读写综合能力的培养
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摘要
随着现代科学技术发展,大学英语课堂逐渐处于多模态教学环境中,课堂教学手段、教学内容、教学方法、教学模式均呈现多元态势。由新伦敦小组提出的多元读写概念及多元读写培养模式给处于多模态环境下的大学英语教学及学生语言综合能力培养带来明确及详细的理论与实践指导。其核心过程的实景实践、明确指导、批评性框定及转换性练习为大学英语听说、读、写、译四大语言综合能力的课堂教学设计提供清晰有效的指导,对大学生英语多元读写能力培养起到了积极作用。
With the development of modern science and technology, College English classes are gradually in a multimodal teaching environment, in which the teaching methods, teaching content, teaching measures, and teaching models are diversifying. The new concept of multiliteracies and its training model proposed by the New London Group bring a clear and detailed theoretical and practical guidance to college English teaching and students' comprehensive language abilities training in the multimodalal environment. The core processes of this training model are situated practice, overt instruction, critical framing and transformed practice which provide an explicit and effective instruction for the teaching design to comprehensive language abilities on listening and speaking, reading, writing, and translating and have played an active role in cultivating college students' ability of English multiliteracies.
With the development of modern science and technology, College English classes are gradually in a multimodal teaching environment, in which the teaching methods, teaching content, teaching measures, and teaching models are diversifying. The new concept of multiliteracies and its training model proposed by the New London Group bring a clear and detailed theoretical and practical guidance to college English teaching and students' comprehensive language abilities training in the multimodalal environment. The core processes of this training model are situated practice, overt instruction, critical framing and transformed practice which provide an explicit and effective instruction for the teaching design to comprehensive language abilities on listening and speaking, reading, writing, and translating and have played an active role in cultivating college students' ability of English multiliteracies.
引文
[1]张德禄,郭恩华.多模态话语分析的双重视角---社会符号观与概念隐喻观的连接与互补[J].外国语,2013,(5):20-28.
[2]曹韵.多模态教育环境中的多元识读能力培养研究[J].外语学刊,2015,(4):134-137.
[3][6]New London Group.A Pedagogy of Multiliteracies:Designing Social Futures[J].Harvard Educationl Review,1996,(1):60-90.
[4]Thwaites,T.Multiliteracies:A New Direction for Arts Education[EB/OL].http:www.swin.edu.au/aare/99pap/thw99528/htm/2007-03-02.
[5]胡壮麟,社会符号学研究中的多模态化[J].语言教学与研究,2007,(1):1-8.
[7]张德禄,张时倩.论设计学习--多元读写能力培养模式探索[J].解放军外国语学院学报,2014,(3):1-8.
[2]曹韵.多模态教育环境中的多元识读能力培养研究[J].外语学刊,2015,(4):134-137.
[3][6]New London Group.A Pedagogy of Multiliteracies:Designing Social Futures[J].Harvard Educationl Review,1996,(1):60-90.
[4]Thwaites,T.Multiliteracies:A New Direction for Arts Education[EB/OL].http:www.swin.edu.au/aare/99pap/thw99528/htm/2007-03-02.
[5]胡壮麟,社会符号学研究中的多模态化[J].语言教学与研究,2007,(1):1-8.
[7]张德禄,张时倩.论设计学习--多元读写能力培养模式探索[J].解放军外国语学院学报,2014,(3):1-8.