Modal Coordination In Vocabulary Teaching Discourse Of Teaching Chinese As A Second Language

The meaning of discourse is not only in the single modal discourse with sound as the carrier,but in multimodal discourse.It's formed by different modals of the symbolic system.Modal coordination research is a part of multimodal discourse analysis,mainly analyzing the coordination and cooperation among different modalities.By using the related theory of multimodal discourse analysis to analyze the teaching discourse,we can understand the modal coordination of teaching discourse,and provide detailed and objective referral data for teaching design and teaching evaluation.This thesis takes the vocabulary teaching of TCSL as the field of research,which based on theories of systemic functional linguistics,multimodal discourse analysis and modal coordination.The thesis introduces the preparation of the research,and its direction,content and significance.The Research has divided into four parts:The first part is and basic theories,including the introductions of systemic functional linguistics,multimodal discourse analysis,visual grammar and etc.The second part is the research framework and tools.We determines the appropriate framework for research work according to Zhang Delu's discussion on the comprehensive research framework of multimodal discourse analysis.We also chooses ELAN as analyze software and makes a code form for the further research.The third part is case analysis.We select the teaching cases of the vocabulary teaching discourse of TCSL,carry out the annotation and transfer them into multimodal discourse by ELAN.According to the results of the annotation and statistical data,analyze the performance of the modes in the case,and analyze the different types of modal coordination.The fourth part is related suggestions on modal coordination of teaching discourse.The research holds that the number of modality and the expression effect of teaching discourse cannot affect the expression effect of teaching discourse,and then influence the effectiveness of classroom teaching.The expression of teaching discourse is clear,intuitive,clear and easy to understand.Between different states,the expression of teaching discourse is not clear enough,content is contradictory,and it is difficult to understand.In teaching,we need to build complementary relationships and ensure their validity,avoid the formation of countervailing or contradictory relations,or minimize their impact.