大學(xué)生英語(yǔ)能力培養(yǎng)模式研究：多模態(tài)語(yǔ)篇語(yǔ)義視角

Chapter One Multimodal Texts and Language Proficiency
1．1 Literature Review
1．2 Technology and Muhimodal Learning
1．3 Aims and Objectives of the Research Study
1．4 Three Questions to Take into Consideration
1．5 Significance of the Study for Language Teaching and Learning
1．6 Interpretive Assumptions
Chapter Two Review of Previous Research into the Acquisition of English
Language Proficiency
2．1 English Language Proficiency
2．2 English Language Proficiency Levels
2．3 Systemic Functional Linguistics
2．4 Muhimodal Literacy
2．5 Emergence and Role of Multimodality in Communication and Learning
2．6 Multimodality and Second Language Learning
2．7 Tools We Use in Muhimodal Literacy Instruction
2．8 Learning with Multimedia
2．9 Principles of Multimedia
Chapter Three The Scope of the Visual in Education
3．1 Visual Intelligence
3．2 Visual Design of Learning Spaces and Visual Displays
3．3 Visual Materials in Learning Spaces
3．4 Visual and Muhimodal Teaching
3．5 Visual and Muhimodal Learning
Chapter Four A Multimodal Case Study of EAP Textbooks
4．1 Multimodality in ESP
4．2 ESP Meaning-making Skills ： Learner Authorship
4．3 Intersemiosis：Meaning Construction Through Text-image Relationships
4．4 The Textbook
4．5 Social Semiotic Visual Theory
4．6 Methodology
4．7 Summary
4．8 Implications
Chapter Five Technology and Multimodal Texts
5．1 Technology
5．2 Information Technology
5．3 Multimoda] Texts
5．4 Theoretical Framework
5．5 Social Constructivism
5．6 A Modeling Approach
5．7 The Causal Framework
5．8 Technology and Learning Needs
5．9 Reasons for Enrolling in the Communicative English One Course
5．10 The Mediating Effects on Change in English Language Proficiency
Chapter Six Multimodality and Reading
6．1 Theory of Reading Comprehension
6．2 Analysis of Data
6．3 Result and Discussion
6．4 Conclusion
6．5 Questions for Discussion