摘要
近几年的微课发展趋向个性化,使用的模态和符号越来越丰富,但是鲜有研究全面分析其不同模态间的相互关联。本文依托张德禄“动态多模态话语分析框架”,以外语微课大赛一等奖作品——故事型日语微课视频为例,利用ELAN6.3软件对日语微课视频进行切分转写,展开多模态话语分析,讨论微课语篇不同阶段中视觉模态与听觉模态符号间的互动、协同与共建意义。研究发现:多数情况下,视频以听觉模态为主,视觉模态与听觉模态形成互补关系。当两者形成非互补关系时,其中一方退为背景。所有符号间关系均为正向增加;此外,对于叙事复杂的多模态语篇,“模式化”的多模态交际方式能够有效传递信息,达到最佳交际效果。
In recent years,the development of micro-courses tends to be personalized,with an increasing diversity of modalities and symbols being employed,yet few studies have comprehensively analyzed the interrelationships between different modalities.Based on Zhang De-lu’s“Dynamic Multimodal Discourse Analysis Framework”,this paper takes a story-based Japanese micro-lecture video as an example to conduct a multimodal discourse analysis of this award-winning personalized microlesson.The micro-lecture video is divided and transcribed by ELAN 6.3 software in order to discuss the interaction,synergy and co-construction between visual and auditory modal signs at different stages of the micro-lecture discourse.It is found that in most cases,the auditory modality is the main mode of the video,and the visual mode and auditory modalities form a complementary relationship,while when they form a non-complementary relationship,one of them recedes to the background.All intersemiosis relationships are positively increased;Besides,for multimodal discourse with complex narratives,the“patterned”multimodal communication mode can effectively convey information and achieve the optimal communicative effect.
作者
时春慧
刘玉琴
Shi Chunhui;Liu Yuqin
出处
《高等日语教育》
2023年第2期26-39,181-182,共16页
Advanced Japanese Language Education
基金
国家社会科学基金一般项目《面向言语行为分析的日语多模态语料库建设及其应用研究》(17BYY192)
辽宁省教育科学“十四五”规划课题“SPOC日语混合教学多模态过程性学习评价体系研究”(JG21DB114)
大连理工大学教育教学改革基金项目“混合式金课背景下基于FD-QM标准的《日语听说进阶》SPOC课程多元评价体系优化”(YB2022065)的阶段性成果。
关键词
微课
多模态话语
动态多模态
协同
micro-lecture
multimodal discourse
dynamic multimodality
synergy
作者简介
时春慧,通讯地址:(116024)大连市金普新区图强街321号,电子邮箱:shichunhui1212@126.com;刘玉琴,通讯地址:(116024)大连市金普新区图强街321号,电子邮箱:yuqinl@dlut.edu.cn
