An Investigation Into The Application Of Multimodal Approach To TEEL Elementary Comprehensive Course

Based on the theory of multimodal discourse analysis,multimodal teaching advocates the use of language,text,action,video,pictures and other symbol systems to stimulate students' senses to get involved in language learning,and to attract students' attention and develop their interest in learning through the collaboration or combination of various modes.It was not long ago that the research on multimodal approach started.The domestic research mainly focuses on English teaching,but little study has been done on TCFL(Teaching Chinese as a Foreign Language)or on comprehensive courses.This paper deals with the application of multimodal teaching in the elementary course for Chinese beginners.Be selecting the elementary comprehensive Chinese courses in four universities in Shenyang,the author makes a detailed investigation into the application of multimodal teaching through video analysis,classroom observation,questionnaire,interview and so on.On the basis of the investigation,the author puts forward teaching suggestions for the rational use of multimodal approach from three aspects: teaching content,teachers and students.This thesis is divided into five parts: the first chapter mainly expounds the topic selection,research significance,methods and some previous research results.In addition,the author introduces the basic theory and framework of multimodal approach,its classification,multimedia—multimodal relations etc.In the second chapter,the author takes as an example the elementary comprehensive Chinese courses in four universities in Shenyang to analyze the multimodal application.The author first describes the research object and classroom conditions,then uses a professional multimodal analysis software ELAN5.4 to conduct an objective research on video clips in order to obtain the statistics of teachers' use of multimodal approach.Finally combined with class observation,the author analyzes the current situation of multimodal application.The third chapter explains the questionnaire and interview of Chinese learners in the four universities,and offers suggestions for the optimal teaching modes when students learn different contents.It also covers the modal types that students expect when they have questions or feel fatigued.Finally,the SPSS data analysis software is applied to obtain learners' attitudes towards teachers' use of multimodal teaching in class.The fourth chapter,in terms of content,teachers and students,proposes favorable teaching strategies for the use of multimodal teaching in the elementary TCFL comprehensive courses.Chapter Five serves as the conclusion of the paper.Having reviewed the structure and content of the whole paper,the author points out the deficiencies in the research and raises the prospect for the future study on multimodal teaching and learning.