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

26、also build a variety of sensing modes, such as visionand hearing, etc., in the same tutorial time visualize theinformation content, specific, diverse, with sign languagegeneration and restore the underlying reality (virtuallanguage skills and show the real meaning and intrinsicmeaning of the symbol

27、extension of the ability of itsadvantages is conducive to showcase resources from allangles, multi-channel nature.Language learning is a learned process, learnersin all the senses to fully mobilize the necessary respect tolanguage learning and learners feeling, learning, memorystudies have shown tha

28、t the relationship between: thechannel to receive information from learners taste, touch ,smell, sight, hearing, etc., but mainly from the visual.smemory system is a sensory organ up to 25 and verycomplex system, the learning process can be divided intovisual or auditory input, the brain processes,

29、such as theprocess of language output . people in the study or in life,8senseorganswilloperateasawhole.multimodewidespread use of English language teaching coursewarefrom the diversity of its information carrier, integrated,interactive, digital distribution and characteristics of thetext can be set

30、, image, animation, sound, images in one,not only the transmission of information is large andmulti-dimensional, can integrate a variety of teachingobjectives, teaching methods provide a flexible, fullymobilize the students in all senses, encourage students toactively thinking, to achieve three-dime

31、nsional teaching.8Modalauxiliaryuseof multimediatechnology,foreign language teaching, multi-modal PPT courseware,for example, PPT courseware materials can not onlydisplay languages, you can also meet the sound material,video material, which is the traditional teaching can not becompared in the forei

32、gn language classroom teaching inmulti-modal technologies for PPT use more visual mode,video mode and audio-visual combination of such modes.PPT modal combination of visual materials,show students a more complete background information,9the use of visual text enables students to explain themode in t

33、he virtual scene to raise critical thinking ability, amorereasonableunderstandingoftheauthorsintentionsandthepsychologicalintheclassroomcombination of modal audio-visual teaching and learningenvironmentcancreatethree-dimensionalfromtheperspectiveofspeechtext,viaaudio,video,film,multimedia software e

34、nvironment to provide voice toraise awareness of the real ability to distinguish speechand text to improve efficiency and student learningcommunicativecompetence.videomodeisusedfrequently in animation, news, movies and other video,videomodescanstimulatethebrainthinking,usingetc.,three-dimensionalthi

35、nking,linearencourage students to discourse generation system and adeep understanding of the concept.Multi-modal information transfer with the totaltime,carryingavarietyof informativefeaturescanparticipate in sensory learning, help to improve theefficiency of learning, teachers can use technology to

36、provide10multi-modalvisual,auditoryandotherexperiences and multi-sensory stimulation to providestudents with a sound, images, graphics, and text aroundaninteractivelanguageenvironment,avarietyofinformationandflexibilitytobuildmeaningfulanddelivery. http:/www. . com 3. the use of technology tobuild c

37、ontextContext that the language environment, whichincludes linguistic factors, including non-linguistic factors.Context, time, space, scene, objects, words and words withthe premise of such contextual factors are relevant in theforeign language teaching, language meaning explained,teachersandlanguag

38、eismorecloselyrelatedtocontextual and situational context of the analysis. Contextcontext refers to a relationship before and after the wordor words before andafterthis sentence statement.situational context refers to speak of the characters,backgrounds,includingtalkingtopeopleorthingsinvolvedinboth

39、thetimethepremises,thesocialenvironment, and that listening to both sides of theauxiliarymeansofcommunication(includingfacialexpressions, posture, gestures and other non-linguisticfactors.11Language use in a certain context and reflectthespecificmeaning,andcontextwasunderstoodlanguageservicesmulti-m

40、odaltechnology-assistedlanguage teaching is conducive to a variety of newcontextual factors which can be text, pictures, animation ,videoandothermeansofprovidingbackgroundinformation and on-site contextual information, althoughthe foreign language classroom can not provide real socialcommunication e

41、nvironment, but in the context of design,the multi-modal technology can provide the context asclosely as possible, so that students can involved incommunication among multi-modal technology can helpprovide context, the relevant text, embedded text, whenthe total text, super text, etc. intertextualit

42、y context.Third,multi-modaldesignandteachingprinciplesMulti-modaluseof multimedia-assistedlanguage teaching one of the key issues is to deal withmultimedia resources and multi-modal input and outputrelationship between the resources to properly handlemultimedia12andmulti-modalinputandoutputrelations

43、hip is between the optimization of the ComputerAssisted Language Learning.Multi-mode courseware design should followthe scientific, practical, supportive, simplicity and theprinciples of interactive, multi-modal language teachingrequires teachers to design authentic, relevant, workabletasks and more

44、 vivid to teach students the language andcultural knowledge.Teachers on curriculum design andmulti-modal master the principles of teaching should benoted:(1 modal choice to fully consider the teachingcontent areas covered (scope of discourse, the focus ofcoursecontenttaughtanddifficult,genre,teachin

45、gmethods and teaching conditions (such as equipmentconditions,teachingandlearningenvironment,communication channels.(2 of each mode should be consistent with thereaders understanding of the law, with, composition andharmony, in order to facilitate maximum mobilization ofthe readers participation in

46、multi-sensory coordination.13Multi-modal language teaching must consider how todealwiththemediabetweentheinternalmodesrelationship, such as paper books and the relationshipbetween PPT courseware, sound, video, the relationshipbetween layout, etc. media (images, audio, animation, andother topics chos

47、en should fit the needs, so prioritize.(3 to provide real context as possible, providingas much as possible the real corpus, in the real context ofthe premise, creating communication context, teacher-led,to guide students to actively participate.(4 words text content in a concise summary ofthe major

48、 and minor arguments, the content classification,compression, extraction, schema-based, according to theinternal logic of the text can be divided into differentmodules to choose different modes, to consider theinteraction between different modes with, in order to getthe best match as the standard.(5

49、 multi-modal study of the intensity can not betoo much, too little modal use of multimedia does not14playtheroleofmulti-modecourseware,andusedfrequently, too much capacity there is no buffer left to thestudents, not only the students can not fully accept thelearning content. so that students in an u

50、nstable anti-state,affect the mood of students, not conducive to theunderstanding of the content control, because the heartand soul long learning will make students feel tired andboring.(6 according to the actual situation at any timeto adjust and modify the courseware content, teachers,teachingnote