南昌工程学院学报2025，Vol.44Issue(5)：58-63,6.
多模态教师话语在外语课堂互动中的意义建构
Meaning making through multimodal teacher discourse analysis in interaction in second language teaching contexts
摘要
Abstract
This study utilizes ELAN(video analysis software)to perform layered annotation,transcription,and statis-tical analysis of two typical and atypical IRF interaction structures in a foreign language classroom.It examines how teachers select and configure multimodal modes in the process of meaning making.The results show that in order to achieve effective meaning making during classroom interactions,teachers primarily use spoken language modes while simultaneously employing other semiotics(such as written language,paralinguistic features,facial expressions,ges-tures,postures,and tools)to enhance or support communication.When the teacher's intention is to"ask ques-tions","provide feedback",or"offer support",spoken language mode is the dominant modality,while other semiot-ics serve to reinforce the meaning.When the intention is to"deliver a lecture"or"give instructions",spoken lan-guage and other semiotics form a balanced relationship,complementing each other.The rational use of multimodal discourse not only helps to enhance students' understanding and participation but also optimizes teaching effective-ness by dynamically adjusting the combination of modalities to achieve the teaching objectives.关键词
外语教学/课堂互动/多模态教师话语/意义建构/ELAN视频分析软件Key words
foreign language teaching/classroom interaction/multimodal teacher discourse/meaning making/ELAN分类
语言文学引用本文复制引用
周薇薇,谭君,赵筱颖..多模态教师话语在外语课堂互动中的意义建构[J].南昌工程学院学报,2025,44(5):58-63,6.基金项目
江西省教育科学"十四五"规划课题(23QN045) （23QN045）
