|
Tác giả CN
| 王珊 | |
Nhan đề
| 国际汉语词汇教学中的多模态话语分析 / 王珊, 刘峻宇 | |
Thông tin xuất bản
| 中国 : 吉林省延吉市, 2020 | |
Mô tả vật lý
| p.85-96 | |
Tóm tắt
| This study selected the vocabulary teaching session of a demonstration video of a Chinese elementary-level comprehensive course. Based on the framework of multimodal discourse analysis, it used the software ELAN to annotate the multimodal symbols and constructed a multimodal Chinese teaching corpus. Through quantitative and qualitative analysis, this paper explored the use of multimodality in vocabulary teaching, the selection of modalities, and the cooperation relation between different modalities each stage of vocabulary teaching. Through data analysis, it found that during this vocabulary teaching session PPT was the most often used modality; the auditory modality played a major role; the multimodal coordination relation of different stages is diversified in order to adapt different teaching contents and achieve best teaching effect. It further discussed the characteristics and precautions of multimodality use in teaching. This study enriches the research of teaching analysis based on a multimodal corpus and provides reference for carrying out multimodal teaching. | |
Tóm tắt
| 本文选取国际汉语初级综合课示范教学视频中的词汇教学环节,以多模态话语分析综合框架为基础,使用软件ELAN对多模态符号进行标注,构建多模态汉语教学语料库,通过定量和定性分析探究词汇教学环节的多模态使用情况、词汇教学环节各阶段的模态选用情况以及多模态协同关系。数据统计及分析显示:PPT是本次教学中使用最多的模态符号;听觉模态是主模态,在教学中起主导作用;各阶段多模态配合关系多样化以适合不同的教学内容,并达到最佳教学效果。并进一步讨论多模态话语分析在教学中的应用特点和注意事项。本研究丰富了利用多模态语料库进行教学分析的研究,能够为开展多模态教学提供参考。 | |
Thuật ngữ chủ đề
| Chinese-Teaching | |
Thuật ngữ chủ đề
| 中国人-教学 | |
Từ khóa tự do
| Tiếng Trung Quốc | |
Từ khóa tự do
| Từ vựng | |
Từ khóa tự do
| Phân tích diễn ngôn | |
Từ khóa tự do
| Giảng dạy | |
Tác giả(bs) CN
| 刘峻宇 | |
Nguồn trích
| 汉语学习 ,Chinese Language Learning- 2020(06) | |
Tệp tin điện tử
| http://eng.oversea.cnki.net/kcms/detail/detail.aspx?dbCode=cjfq&QueryID=19&CurRec=10&filename=HYXX202006010&dbname=CJFDLAST2020 |
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| 260 | |a中国 : |b吉林省延吉市, |c2020 |
|---|
| 300 | |ap.85-96 |
|---|
| 520 | |aThis study selected the vocabulary teaching session of a demonstration video of a Chinese elementary-level comprehensive course. Based on the framework of multimodal discourse analysis, it used the software ELAN to annotate the multimodal symbols and constructed a multimodal Chinese teaching corpus. Through quantitative and qualitative analysis, this paper explored the use of multimodality in vocabulary teaching, the selection of modalities, and the cooperation relation between different modalities each stage of vocabulary teaching. Through data analysis, it found that during this vocabulary teaching session PPT was the most often used modality; the auditory modality played a major role; the multimodal coordination relation of different stages is diversified in order to adapt different teaching contents and achieve best teaching effect. It further discussed the characteristics and precautions of multimodality use in teaching. This study enriches the research of teaching analysis based on a multimodal corpus and provides reference for carrying out multimodal teaching. |
|---|
| 520 | |a本文选取国际汉语初级综合课示范教学视频中的词汇教学环节,以多模态话语分析综合框架为基础,使用软件ELAN对多模态符号进行标注,构建多模态汉语教学语料库,通过定量和定性分析探究词汇教学环节的多模态使用情况、词汇教学环节各阶段的模态选用情况以及多模态协同关系。数据统计及分析显示:PPT是本次教学中使用最多的模态符号;听觉模态是主模态,在教学中起主导作用;各阶段多模态配合关系多样化以适合不同的教学内容,并达到最佳教学效果。并进一步讨论多模态话语分析在教学中的应用特点和注意事项。本研究丰富了利用多模态语料库进行教学分析的研究,能够为开展多模态教学提供参考。 |
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