Literature Review 范例

1、.A Literature Review of An Empirical Study of Multimodal Teaching Model in Middle School English Listening Teaching in a Multimedia ContextIn recent years, the theories of multimodal discourse and multimodality have gained many scholars attention. Many researchers study them and try to apply multimo

2、dal teaching to middle schools teaching. And nowadays, many famous language scholars are trying their best to do the empirical study on the multimodal teaching. As a matter of fact, many noted researchers have made a brief definition of multimodality. “Multimodality means the combination of differen

3、t semiotic modes-for example, language and music-in a communicative artifact or event” (Kress & Leeuwen 1996: 281). “Multimodality refers to the diverse ways in which a number of distinct semiotic resource system are both codeployed and cocontextualized in the making of a text-specific meaning” (Bal

4、dry & Thibault 2006: 21). Since the 1990s of last century, the multimodal teaching approach has drawn the researchers and the teachers attention in abroad. As a matter of fact, the term “multimodal” was put forward by the New London Group in 1990, and it was the first time for people to hear this te

5、rm. Then a book called Reading Image which systematically established the analysis model of social semiotic multimode (Kress & Leeuwen 1996: 68). In this book, it is first time to explain the grammar designed by vision systematically and survey the way that the pictures transmit the meaning. The aut

6、hor also quoted many examples to explain, such as child drawing, text-cut, camera pictures, and so on. This book supplies a very valuable theoretical instrument. The development of the research of the multimodal discourse and text gives a strong supporting for the evolution of multimodal teaching. U

7、nsworth posed the foundational theoretical knowledge of important textbook. He believed the teacher should have the knowledge of vision and discourse grammar and the ability of the computer assisted learning which can meet the requirements of teaching with the newly-minted electronic texts and image

8、s (Unsworth 2001). The book Perspectives on Multimodality which published in 2004 gave a guide to the multimodal research and the construction of the multimodal theory (Ventola & Charles 2004). In this book, the author carefully explained the multimodal discourse theory and the methodological proble

9、m, such as the levels of the modes, the source of the mode symbols, and the annotation of the database of six multimodal discourses. In another book, The Multimodal Discourse Analysis which was mainly edited by Halloran in 2004, the author collected the leading-edge research that is the production o

10、f multimodal text and discourse through two or even more models of symbolic communication and connection, such as the language, dynamic and static visual images, architecture and three-dimensional bodies (Halloran 2004). They are a series of case studies which use the framework of systemic-functiona

11、l grammar to research how the meaning produces.From what have been mentioned above, the research on multimodality indicates a great increasing in abroad. There are many well-known researchers study multimodality and multimodal teaching. Moreover, the attempts to the application of multimodality to e

12、ducation have been carried out more systematically and scientifically.Scholars in China also did many experiments and researches in recent years. The introducer of domestic multimodality theory, Professor Gu Yueguo, has constructed a multimodal language database in 1993. In his point of view, “multi

13、modality” is based on 20 sense organs that human owns. In the face to face communication, the facial expression, expression in eyes, gesture, posture, body language and clothes are likely revealed the message. During the teaching, the teachers try their best to mobilize all of the students sense org

14、ans to experience the teaching activities, and interact with the teachers (顧曰國 2007: 3-12). Professor Hu Zhuanglin in Peking University pointed out that people can draw the support from various ways and modalities to exchange and deal with various messages when they are interacting with others. This

15、 is meaning making and delivering (胡壯麟 2006: 1-10). As the matter of fact, language is multimodal. The famous scholar Zhang Delu mentioned that multimodal communication can make the listeners receive message by various ways, and it makes listeners understand and remember things easier than single- m

16、ode in Preliminary Investigation into the Concept of Design and the Selection of Modalities in Multimodal Foreign Language Teaching (張德祿 2010: 48-53). Long Feiyu and Zhao Pu believed that different kinds of modality can converse into others reciprocally, so that multimodal teaching has a great effec

17、t on the language learning (龍飛宇 趙璞 2009: 58-62). Based on the theories of multimodal teaching, Zeng Qinmin conducted an experiment and a survey to explore the efficacy of this mode in the video-aural-oral course. Through the results of the test, she found that multimodal teaching is proved to be eff

18、ective in improving students listening and speaking skills as well as their ability to do autonomous listening tasks, and that teaching mode also had a positive impact on the students attitudes towards English study (曾慶敏 2011: 72-76). Liu Rongjun conducted a teaching test in Beijing University of Te

19、chnology, which based on the impact of single-mode and multimodal listening teaching under different speed levels on listening comprehension and the output of students of different levels. Then she analyzed the results of the test, and she found that multimodal teaching has an obvious effect on the

20、development of listening ability (劉榮君 2011: 133-135). Xie Jingxian and Dong Jianqiao made an analysis on teaching college English listening that based on multimedia and multimodal teaching and learning. In this paper, they gave the definition of “l(fā)istening” first, and then they analyzed how to choos

21、e the listening materials and how to design the listening tasks under a multimedia and multimodal context (謝競賢 董劍橋 2010: 9-13). This research first applies multimodal teaching model to middle school English listening teaching in a multimedia context, and the author conducts a two months teaching exp

22、eriment in Hefei No. 45 Middle School so that to get convinced results. This research may not only provide a new teaching model for some English teachers to teach English listening better, but also to teach English speaking, reading and writing preferably.Bibliography1Baldry, A. & P. J. Thibault. 20

23、06. Multimodal Transcription and Text Analysis: A Multimodal Toolkit and Course book M, London: Equinox Publishing Limited.2Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning M, London: Edward Arnold.3Halloran, K. 2004. Multimodal Discourse Analysis: S