摘要
借鉴“语境模型”理论和外语课堂教学中多元读写能力培养模式,从认知主体与多模态课堂话语资源互动角度出发,探讨如何选择和协同多模态话语,构建EFL学习者“语境模型”,提升大学英语课堂教学效果。研究发现:EFL学习者“语境模型”构成要素为语篇宏观结构语境,语言内部构式语境和认知主体知识语境;构成要素与学习者能力之间的对应关系为基于“语境模型”的大学英语教学模式提供了理论依据;结合多元读写能力培养模式与三类语境模型构建认知任务,进行多模态大学英语课堂话语设计;实验班和控制班的教学实验结果比对验证了模式有效性。
Based on the Context Model Theory proposed by van Djik(2008)and foreign language teaching model of multiliteracies pedagogy by Zhang Delu(2015),and from the perspective of interaction between cognitive subjects and multimodal classroom discourse resources,the present paper discusses how to select and coordinate multimodal discourse,and intends to build an EFL learners’context model.It is found that the EFL learners’“context model”is composed of the macro-structure context of discourse,the internal linguistic construction context and cognitive subject knowledge context;the context model of L2 learners and the competency of L2 learners are correlated,which serves as the theoretical ground of a model of college teaching grounded on the construction of the context model of L2 Learners.Using foreign language teaching model of multiliteracies pedagogy by Zhang Delu(2015)as the guidance of actual teaching design in classroom settings,the experimental results of the experimental class and the control class verify the effectiveness of the model.
作者
王敏
陶文好
WANG Min;TAO Wenhao(School of Foreign Languages,Shaoxing University,Shaoxing,Zhejiang 312000;School of Foreign Languages,Zhuhai Branch of Beijing Normal University,Zhuhai,Guangdong 519087)
出处
《绍兴文理学院学报》
2022年第6期82-89,共8页
Journal of Shaoxing University
基金
浙江省教育科学规划一般课题“基于CLIL的大学英语教学中华文化呈现和融合研究”(2021SCG126)。
