The Multimodal Teaching Design For The College Listening And Speaking Course On The Basis Of Teaching Investigation And Textbook Analysis

In college English listening&speaking classrooms, language and other semiotic systems cooperate together to help students construct meaning. It can be reflected in the design of textbooks and the use of audios, videos and images, etc. Thus, in this thesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA) derived from Systemic Functional Linguistics and Social Semiotics. The essence of MDA is that other semiotic resources such as:images, audios, etc. are as important as language in the meaning-making system. Visual Grammar, Acoustical Grammar and the integrated frameworks of MDA are the main analysis approaches in this thesis.Meanwhile, the results of the teaching investigation and the MDA for textbooks are the practical foundation for the multimodal teaching design, providing feasible and effective suggestions in this thesis. According to the results, it can be concluded that students have more or less realized multimodality in this course and argue that multimodality should be used in moderation; multimodal classroom activities, social content, etc. should be brought into the class; teachers should remind students to pay attention to images, fonts change and other multimodal factors in textbooks.Therefore, when conducting the multimodal teaching design, attention should be paid to:(1) Modalities influence each other with clear priorities in this course.(2) Words modality and acoustical modality are the primary modalities, while other modalities are just used as tools to provide supplementary information and to improve teaching efficiency.(3) The chosen modalities should provide supplementary information to make the learning material more easily understood and help students concentrate. Then, on the basis of the above principles and the writer’s teaching experience, a sample teaching design has been worked out, then its’feasibility and effectiveness have been verified by an empirical study with the method of interview.