Open AccessObservation and Reflection of English Intensive Reading Classroom from the Perspective of Multimodal Discourse Analysis
Author(s) -
Zhe Guo
Publication year - 2020
Publication title -
journal of english language and literature
Language(s) - English
Resource type - Journals
ISSN - 2368-2132
DOI - 10.17722/jell.v14i1.1181
Subject(s) - multimodality , context (archaeology) , collocation (remote sensing) , computer science , class (philosophy) , discourse analysis , reflection (computer programming) , perspective (graphical) , reading (process) , modality (human–computer interaction) , mathematics education , pedagogy , linguistics , sociology , psychology , human–computer interaction , artificial intelligence , programming language , paleontology , philosophy , machine learning , world wide web , biology
The application of Multimodal Discourse Analysis to language teaching classroom adapts to the requirements put forward by the multimodality environment in modern social life, since various multimodal teaching strategies are employed to enhance students' language skills. However, problems exist in the efficient collocation between various modes. Classroom observation is employed to collect the data, and the framework proposed by Zhang Delu (2016) is followed to conduct the Multimodal Discourse Analysis of the Intensive Reading class of the juniors of English majors in North China Electric Power University. Finally, the problems from the aspects of cultural context, contextual context, interactive context, modal and media are identified, and the suggestions to improve language teaching practice are raised accordingly in terms of teachers' employment of modality and the teaching design.