摘 要

 

现代技术的发展丰富了语言表达的方式，由图表、视频、动画或其他符号等表达方式构成的多模态语篇逐渐成为了意义表达的主要途径。2017版《英语课程标准》在以往课程标准听、说、读、写的基础上首次增加了“看”的技能培养，旨在培养学生对于多模态语篇的观察和理解能力，以适应信息发展的需要。随后，不同版本的教材纷纷依据新课标进行改版修订。2019年北师大版高中英语教材将对“看”的培养整合为独立的板块，并选择多模态语篇作为视频学习资源，视频首次成为了教材中的内容。据此，本研究选取北师大版高中英语教材的视频学习资源作为研究对象，以期在理论和实践层面对教材研究者及一线教师提供帮助。

本研究以多模态话语分析法为主要研究方法，以张德禄教授提出的多模态话语分析框架为研究工具，对北师大版高中英语教材中的视频学习资源进行系统分析。首先，依据多模态话语分析框架的内部层次，对24个视频学习资源进行文化层面、语境层面的宏观分析。进而以事件为基本分析单位，将视频学习资源划分为71个情节及120个事件，在微观层面上逐一对事件在内容和表达层面上的特征进行编码归类。通过统计其特征比例及出现频率对多模态语篇的意义表达进行评估，以分析其整体性特点。最后，作为核心素养及课程内容的载体，文章参照《英语课程标准》中的相关要求进行进一步对比，寻找北师大版高中英语教材与《英语课程标准》的内部一致性。

研究发现，在宏观层面上，24个视频学习资源在文化、语境层面上完成度较好，但需加大中国传统文化的比重；从微观角度来看，内容层面被进一步划分为意义和形式两大类别，而表达层面的分析则通过对语言和非语言事件的编码实现。值得注意的是，7个事件的形式表达以重叠的方式呈现，在一定程度上削弱了视频中“看”的地位。此外，与课标的对比显示出视频学习资源在整体设置上的合理性和丰富性，与课标对于“看”技能培养的要求基本一致。根据数据统计及分析，研究发现北师大版高中英语教材中的视频学习资源呈现如下特征：在结构上，视频学习资源的设置逻辑清晰，在理解难度上呈现阶梯性，符合学生的发展水平，但在形式的表现上存在“喧宾夺主”的现象；在内容上，视频学习资源的主题涵盖的范围广泛，包含课标要求的全部主题语境，能够在一定程度上吸引学生的兴趣，但其中对于中国传统文化的涉及较少。由于理论和实践的限制，本研究仍具有一定的局限性。基于研究结果，全文对教材编写及英语教师的课程设计提出相应的建议，并在理论上做出展望。

ABSTRACT

 

 

The development of modern technology has enriched the ways of language expression. Multimodal discourses composed of diagrams, videos, animations or other symbols have gradually become the main way of meaning expression. The 2017 edition of the National English Curriculum Standards for High School adds “viewing” skill for the first time on the basis of the traditional language skills of listening, speaking, reading and writing, aiming to cultivate students’ viewing literacy of understanding multimodal discourses in order to adapt to the development of information. Subsequently, textbooks of different presses were revised according to the new National English Curriculum Standards. The English textbooks of Beijing Normal University Press (2019) integrates the training of “viewing” into an independent section, and uses multimodal discourse as video learning resources (VLRs). For the first time, video has become the learning content in textbooks. Therefore, the study selects the VLRs in the high school English textbooks of Beijing Normal University Press as the research subject, hoping to help both textbook researchers and high school English teachers at the theoretical and practical levels.

The paper uses multimodal discourse analysis as the main research method, and combines the multimodal discourse analysis framework proposed by Professor Zhang Delu as the research instrument to systematically analyze the VLRs in high school English textbooks of Beijing Normal University Press. First, according to the internal levels of the multimodal discourse analysis framework, a macro analysis based on the culture level and the register level is carried out among 24 VLRs. Furthermore, taking “event” as the basic analysis unit, the VLRs are further divided into 71 plots and 120 events, and the sub-indicators of the events at the content and expression levels are classified and coded one by one at the micro stage. The meaning expression of multimodal discourses is evaluated through statistics of the proportion of sub-indicators and frequency of appearance, in order to summarize the overall characteristics of the whole English textbooks. Finally, as the carrier of key competencies and course content, the research further compares the relevant requirements in the National English Curriculum Standards for High School to find the internal consistency of the English textbooks of Beijing Normal University Press and the National English Curriculum Standards for High School.

The study finds that the 24 VLRs are well completed at the culture and register levels, but the proportion of VLRs about traditional Chinese culture needs to be increased; Moreover, the content level is further divided into two categories of meaning and form, and the analysis of expression level is realized through the coding of language and nonlanguage events. It is worth noticing that there are 7 events presented in an overlapping relationship in forms, which weakens the status of “viewing” in the VLRs to a certain extent. In addition, the comparison with the National English Curriculum Standards for High School shows the rationality and richness of the overall setting of VLRs, which is basically consistent with the requirements for the training of “viewing” skill in the National English Curriculum Standards for High School. According to data statistics and analysis, the study concludes that the VLRs in the English textbooks of Beijing Normal University Press show the following characteristics: In terms of structure, the compilation logic of VLRs is clear, and the difficulty arrangement is tiered, which is in line with the learning of students. However, there is the phenomenon that weakens the training of “viewing” in the form relationships in some videos; In terms of content, the themes of VLRs cover a wide range, including all the thematic contexts required by the National English Curriculum Standards for High School, which can be attractive to students to some degree, but traditional Chinese culture is less involved. However, there is still limitation in this research because of the restrict in theory and practice. Based on the research findings, the paper puts forward corresponding suggestions on the textbook compilation and the teaching design of English teachers, and makes the theoretical outlook at last.