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1、多模态话语分析理论指导下的初中英语词汇教学的行动研究----初中英语教学论文-->Chapter1Introductionanyjuniorhighschoolstudentscannotexpressthemselvesfluentlybecauseoftheirshortageofvocabulary.Learningvocabularyinaneffectives,asselvesforfurtherstudy.NoanyEnglishteachershavechangedtheirteachingid
2、eas.TheyteachstudentsnotonlyethodstomakeitinterestingodalDiscourseAnalysisPeopleusuallymunicateetime,andnotjustinasinglemethod.The“ethod”isode.Mode,tosomeextent,isakindofsensoryodeisthemeansthatpeople’ssensesinteractedia.Peopleusingonemodetomunicateiscalled
3、singlemodaldiscourse,andpeopleusingavarietyofmodestomunicateiscalledmultimodaldiscourse.From1990s,moreandmorelinguistspaidattentiontomultimodaldiscourseanalysis.VanLeeuultimodaldiscourseasthebinationofdifferentsemioticmodesina-->municativeartifactorevent.Zh
4、angDelu(2009)putforultimodaldiscoursereferredtothephenomenonthatpeoplemunicateages,sounds,andsoon.Hounication,alotofmeaningisexpressedbysomeotherfactorsexceptlanguage,forexample,thespeedandtoneofthespeech,thegesturesandfacialexpressionsofthespeakers,andthes
5、urroundingenvironment.Therefore,unicateultimodaldiscourse.Thefirstmethodistoidentifyhoanytypesofsenseisinvolved.Multimodaldiscourseinvolvesmorethantetime.Thismethodisgenerallyrecognizedbythecurrentlinguists.Thesecondioticsystem.Forexample,icbooksinvolvesonl
6、yavisualmode,butitincludestext,picturesasechangesofcolour.Thus,ithasthepropertyofmultimodaldiscourse.2.2VocabularyTeachingVocabularyteachingistheteachingprocessaticmeaningandcollocation.Laufer(1995)proposedthatvocabularylearningmightdevelopedfromthesurfacet
7、othedeeplevelindifferentlearningperiods,insteadofasimpleaccumulationofflexibly.Themainfactorsofvocabularyteachingarethepronunciation,form,andmeaningofongertentsforeachother.akingtheActionPlan......................404.3ImplementingtheActionPlan..............
8、.404.4ReflectionandEvaluation............................44Chapter5TheSecond-roundActionResearch-->.....................555.1IdentifyingProblems...........................555.2AdjustmentoftheActionPlan
