| The development of modern information technology has led to the replacement of single mode by multimodality in classroom teaching,thus the study of excellent multimodal classroom teaching can provide a positive model for the invocation of mode application in classroom teaching.Although discussions on the mode types and the utilization of PPTs in classroom teaching have arisen so far,there are still few studies on the detailed analysis of specific modes and mode relations in dynamic teaching videos.By combining the researches on multimodal classroom teaching with multimodal stylistics,this paper grounds on the multimodal stylistic analytical path for classroom teaching discourse,and takes four award-winning videos of different topics in the 10 th National College English Teaching Contest 2019 as an example to study the mode utilization features and principles of different teaching links.It is concluded that in the lead-in,both teacher?s speech and PPT text are foregrounded by material,relational and mental processes which clearly lead into the topics and motivate students? thinking;WH-interrogatives on PPT and “prolonged syllables + pauses” structure in teacher?s speech are foregrounded features which motivate students? participation of interaction;PPT pictures are foregrounded by symbolic and classificational processes which symbolize the concept with clear logic;the foregrounded features of actions of looking down and laughing can shorten the teacher-student distance;complementary reinforcement relation is the foregrounded feature that leads students observe the information on PPT.In the content presentation part,teacher?s speech,PPT text and audio speech are all foregrounded by relational and material processes,which could interpret the new content around the video;both the “prolonged syllables + pauses” structure and multiple emphases are foregrounded features in teacher?s speech to invoke students? interaction;PPT pictures are foregrounded by analytical and reactional processes that could help students sort out the video-related information;actions of sweeping constitute the foregrounded feature that enables teachers observe students? learning condition,while representing actions also constitute the foregrounded feature which vocalizes and facilitates the content expression;the primary and secondary reinforcement,prominent reinforcement and expansive reinforcement are the foregrounded mode relations which can illustrate,emphasize and extend the video-related content.In the practice and consolidation part,material,relational and mental processes in teachers? speech and analytical and symbolic processes in PPT pictures are foregrounded features which can summarize the content and strengthen students? impression;primary and secondary reinforcement relation is the foregrounded feature which promotes teacher-student familiarity.In the summary and assignment part,material and relational processes in teacher?s speech and imperatives on PPT are all foregrounded features which specifically illustrate the assignment and improve students? effectiveness of assignment completion;the primary and secondary reinforcement and prominent reinforcement mode relations are foregrounded features which attract students? attention on the key information on PPT.In the lead-in,verbal mode and image are the major modes in introducing topics and attracting students? attention.The mode utilization follows the principle of conciseness,topic relevance,interest and reinforcement.In the content presentation part,verbal mode and audio are dominant for the interpretation of content and the promotion of interaction,and the mode utilization follows the principle of informativity,interactivity and reinforcement.In the practice and consolidation part,verbal mode and image are primary on reviewing the content and promoting interaction,and the mode utilization follows the principle of integrality,informativity and interactivity.In the summary and assignment part,verbal mode and image are principal in expressing the requirements,and the mode utilization follows the principle of clarity and interest.This study not only verifies the validity of multimodal stylistics for classroom discourse analysis but also provides suggestions for the teacher?s mode utilization in English classroom teaching... |
