Application of Multimodal Discourse Theory to Enhance English Majors’ Listening Competence

Abstract

This study aims to enhance English majors’ listening competence by applying the visual, auditory, tactile resources to listening teaching. The author analyzes the present research situation on multimodal discourse analysis by analyzing problems  in English listening teaching and explaining how to apply multimodal resources to English listening teaching from different perspectives. By reducing the difficulty of listening materials, changing the monomodal listening into multimodal one, it aims to enhance students’ interest in learning. Research reveals that multimodal listening teaching modal can cultivate students’ interest in learning English and enhance students’ learning enthusiasm, initiative and participation. Meanwhile, it can also lead to the improvement of comprehensive language input and English majors’ listening competence.  

Key Words：English listening competence   multimodal   teaching mode

 摘  要

    本研究旨在把视觉、听觉、触觉等多种符号资源运用到听力教学，以提高学生听力能力。研究通过降低听力材料的难度，来将单纯的声音模态听力变成有趣、生动、可视的多模态听力，从而提高学生的学习兴趣。笔者对多模态话语分析的研究现状及英语听力教学中的问题进行了分析，并从不同方面阐释了如何将多模态资源运用于英语听力教学中。研究表明多模态听力教学模式能激发学生的学习兴趣，增强学生的学习积极性、主动性和参与性，此外，还有助于提高语言输入的“可理解”率，提高英语专业生的听力能力。 

关键词：英语听力能力  多模态  教学模式

 

Contents 

1 Introduction 1

2 Current Studies of English Listening Teaching 2

2.1 Current Situation of English Listening Teaching 2

2.2 Problems Existing in English Listening Teaching 2

3 Multimodal Discourse Theory 3

3.1 Definition 3

3.2 Present Research on Multimodal Discourse Theory 4

4 Application of Multimodal Discourse Theory in English Listening Teaching 5

  4.1 Multimodal Materials Applied in English Listening Teaching 6

4.1.1 Graphic Materials 6

4.1.2 Video Materials 7

  4.2 Multimodal Methods Applied in English Listening Teaching 8

4.2.1 Before-class Activities 8

4.2.2 In-class Activities 9

4.2.3 After-class Activities 11

5 Conclusion 12                                                                                

Works Cited 13

Acknowledgments