Multimodal Discourse Analysis In Video Resources Of Chinese MOOCs For Primary Stage

The development of information technology has promoted the arrival of online education.As one of the largest shared teaching resources in the world,MOOCs have formed a new teaching model across the boundaries of time and space.They have brought convenience to countless Chinese learners at home and abroad,and provided an opportunity to learn Chinese knowledge and understand Chinese culture anytime,anywhere.Especially in the past two years,the number of Chinese MOOCs’ learners has skyrocketed.Due to the impact of the covid-19,many Chinese language learners who want to study in China are restricted.But the free and open MOOC courses provide them with the opportunity to learn and enjoy high-quality teaching resources without leaving home.Learners can choose Chinese courses of different types and skills according to their own learning needs and motivations,and can interact with teachers through course discussion areas,homework,and tests,and ask questions to teachers remotely.Multimodal theory has become one of the hotspots in current linguistics and pedagogy research.This paper chooses to start from the perspective of multimodal discourse analysis theory to explore the current development status of Chinese MOOC teaching resources in the primary stage.Ten courses are selected from domestic and foreign MOOC platforms as samples,all of which are Chinese videos at the primary stage.Mainly based on visual grammar theory,Zhang Delu’s Multimodal Comprehensive Analysis Framework and Norris’Multimodal Interaction Theory,combined with the characteristics of Chinese teaching.A nine-level coding scheme is formulated,using computer-assisted language teaching methods.The modal analysis software ELAN 6.1 performs qualitative analysis,stratification,annotation and statistics on the selected research videos,and outputs the results in the form of graphs.Through charts and cases,analyze and summarize the application and relationship of various modalities in the current MOOC teaching.This paper mainly analyzes the content of four aspects:firstly,explore the application of various modalities in the current MOOC video teaching,and how to get the meaning construction of visual,auditory,and audio-visual modalities in teaching;secondly,analyze the relationships between language modality and gestures,facial expressions,visual graphics,para-language;thirdly,discuss the proportion and use of each modality in the course introduction,teachers’ narration,and course summary;fourth,combined with specific examples,to explore how to realize the three meta-functions of representation,composition and interactive meaning in multimodal discourse.In Chinese MOOC teaching,the modal combination of visual modality,auditory modality and audio-visual combination is the modal component,and the combination of visual and auditory modalities is the main form of teaching.In the classroom,in addition to using teaching videos,teachers will synergize language modalities with other modal communication forms to establish relationships and play their respective modal roles.Through the synergy and complementation of various modal forms,MOOCs can strengthen the interaction between teachers and students,and expand the influence of the courses.