多模态英语教学对大学生多元识读能力影响实证研究

An Empirical Study on the Effects of Multimodal English Teaching on College Students’ Multi-Literacies

在多模态符号学的理论基础上，以95名非英语专业大二学生为对象，通过实验研究和问卷调查的方法从语言输入、输出及评估等角度来研究多模态英语教学对大学生多元识读能力的影响。结果表明：融合了文字、声音、色彩、动画、印刷版式等符号资源并涉及听觉、视觉等多种感官交互的多模态英语教学比传统语言教学更受学生欢迎，能更有效地提升学生的英语语言识读能力、社会交际能力及技术识读能力等多元识读能力。

Based on multimodal semiotics， this research takes 95 second-year non-English majors as subjects and investigates， through experiments and questionnaires， the effects of multimodal English teaching on college students’ multi-literacies from such perspectives as language input， output and assessment. The results show that， the multimodal English teaching， combining such modals as words， sound， pictures， color and typography and involving different sensory modalities such as visual and auditory senses， is better received by students and is more effective in terms of the development of students’ language literacy， communicative competence and media literacy than the traditional English teaching.