中文摘要: 随着全球文化多元化和交际多模态化的发展，从单一的语言角度研究话语具有很大的局限性，而且，随着2011年教育部英语课程标准的出台，单模态下的传统教学方法已不能满足学生拓展学用知识的能力发展。因此，结合多模态话语分析理论，利用多种模态进行意义的建构，是深化初中英语课堂教学改革的重要途径和有益尝试。为了解和发现普通初中英语课堂中使用多模态话语的现状及存在的问题，本文结合Halliday创立的系统功能语言学理论，以听课、试上、问卷、采访等形式对常熟市三所初中进行了抽样调查，并利用图表对调查结果进行分析整合，最终得出结论：在多模态化的教学实践过程中，各模态间的相互协同、配合使得其共同实现了教学目标，相较传统教法具有不可比拟的优势作用。为提高中学英语教学效率、培养中学生多元读写能力、优化课堂教学效果和推进中学英语教学改革进程等方面提出了意见与建议。

关键词：多模态话语  英语课堂教学  意义建构

TABLE OF CONTENTS

ABSTRACT

中文摘要

Chapter One Introduction-1

Chapter Two The Theoretical Framework of Multimodal Discourse Analysis-3

2.1 A Systemic Functional Linguistics-3

2.2 A Social Semiotics-4

Chapter Three The Current Situation of Using Multimodal Discourse in Class-7

3.1 Utilitarianism of Using Multimodal Discourse-8

3.2 Uncomprehensive Usage of Modalities-9

3.3 Irrelevance between Teaching Content and Modalities-9

Chapter Four The Application of Multimodal Discourse in Junior High School English Classroom Teaching-10

4.1 Multimodal Teaching of Teachers-11

4.1.1 Multimodality of teaching planning-11

4.1.2 Multimodality of teaching activities-11

4.1.3 Multimodality of teaching evaluation-12

4.2 Multimodal Learning of Students-13

4.2.1 Acquisition and understanding of multimodal discourse-13

4.2.2 Output of multimodal discourse-14

4.3 A Case Study- Multimodal Teaching Pattern and Traditional Teaching Pattern-14

4.3.1 Manifestations of modality in two classes-15

4.3.2 A comparison of teaching effects under two teaching patterns-18

4.4 Proposals for English Teachers on Applying Multimodal Discourse to Teaching-20

4.4.1 Keep learning to refresh teaching idea-20

4.4.2 Use a variety of resources to build multimodal discourses-21

4.4.3 Use multimodal discourses reasonably and scientifically in accordance of students’ aptitude-21

4.4.4 Change the role in class and encourage students’ autonomic learning-21

Chapter Five Conclusion-22

REFERENCES-23

ACKNOWLEDGEMENTS-24