本文是一篇英语论文，本文研究结果表明，通过纸上艺术作品进行多模式创作在编辑四个方面的有用性不同的设计元素包括语言设计、视觉设计、空间设计和多模式设计。
Chapter One Introduction
1.1 Background
With the ever-evolving media and communication landscape,it has beenincreasingly obvious that traditional narrow literacy practice limited to reading andwriting has to shift to the pedagogy of multiliteracies to devote the learners to adapt wellto the fast change using all kinds of modes to express their ideas and identities.Facingthe cultural and linguistic persity,economic globalization and a growing range of textforms connected with information and multimedia technologies,the New London Group(1996)coined the term“multiliteracies”to address and capture the essence of dramaticchanges in the realms of working life,public life,and personal life.The two principalaspects of this multiplicity are the‘multi-’of huge and significant persity in contextsand communication patterns,as well as the‘multi-’of multimodality.They proposed thatboth teachers and learners are designers of the learning process and thus the term‘Design’involving Available Designs,Designing,and The Designed is the metalanguage ofMultiliteracies and contains different modes of the meaning of semioticactivities—linguistic design,visual design,spatial design,audio design,gestural design,and multimodal design,which are all terms used to describe the process of creatingsomething.
英语论文参考
With the rapid development of foreign language education in China,the curriculumobjectives of foreign language education are going through or have undergone greatchanges.Previously,the training model based on cultivating students'basic skills was farfrom meeting the requirements of high-level foreign language talents in China.What isneeded now is high-level multi-ability foreign language talents with high comprehensivequality,strong innovation ability,and multidisciplinary knowledge.
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1.2 Research Gap
There has been much work done by researchers in advancing the field of pedagogyof multiliteracies as an increasingly recognized subject around the world while thedevelopment in China is slow.Most researchers intend to explore learners’multiliteracies using innovative digital tools which are increasingly relevant for younglearners(Cumming&Sanford,2015;Thomas,2014a,2014b).Mill and Unsworth(2016)claim conceivably that the scope of multiliteracies pedagogy needs to encompass andadapt to the new learning environment incorporating linguistically,culturally,and evendigitally numerous channels or modes for knowledge delivery,meaning-making,ideas,and identity expression.As for the achievable methods of multiliteracies,availablerelevant methods in EFL classrooms contain multimodal video making(Weimin&FeiVictor,2020;Yeh,2018),presentation slides,digital storytelling(Lee,2014;Kimberly,2016),social media(Elavsky et al,2011;Krutka et al,2013),multimodal oral(Januin&Stephen,2015;Seau,2017),Flipped Class(Bergmann&Sams,2012;Sun,2017)and soon.In China,available research explores how to establish an English teaching modal inclassrooms(Sun,2017;Zhang,2019;Zhang,2021;Zhao,2021)with little exploration ofthe issue of the feedback from both instructors and learners,especially the dynamicassessment and improvement by constant reflection on the research.Most researchmethods of previous and available work on multiliteracies focus on product-orientedmethods and existing research about multiliteracies mainly contain empirical researchmethods,case study.
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Chapter Two Literature Review
2.1 Multiliteracies
The New London Group(1996)coined the term“Multiliteracies”.The two principleaspects of this multiplicity are the‘multi-’of vast and considerable disparities incommunication settings and patterns,as well as the‘multi-’of multimodality(Cope&Kalantzis,2015).They proposed that both teachers and learners are designers of learningprocess.Thus,they proposed the term“Design”which involves Available Designs,Designing,and The Designed.It is the metalanguage of multiliteracies and containsdifferent modes of meaning of semiotic activities—linguistic design,visual design,spatial design,audio design,gestural design,and multimodal design.
What if we English teachers combine action research with the new pedagogy inpractical classroom situation?For EFL teaching,if we teachers apply the latest teachingpedagogy,such as multiliteracies,learning by design to the real teaching combing withthe implement of action research,the professional development of foreign languageteachers and students would be considerably enhanced.,which also offers a way foraction research.
When it talks to the pedagogy of multiliteracies,the main content includes providinga series of hypothesis of school’s literacy pedagogy for students.
Multiliteracies emphasizes linguistic persity as well as multimodal ways oflanguage expression and representation.As a result,the New London Group expands thedefinition of literacy and literacy teaching and learning to include negotiating a variety ofdiscourses containing skills.Negotiating geographic,ethnic,or school dialects,registervariations,hybrid cross-cultural discourses,different visual and iconic meanings,sub-cultural differences,and variations in the gestural communication betweeninpiduals,dialect,and material objects are all examples of being well-rounded.
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2.2 Multimodal Composing
Since the multimodality has spread the realms of current life,schools as the placesto cultivate workers and citizens in the future have to engage learners adapting to thischange.Multimodal composing is the process where students make interests,goals andmotivations by using different tools and modes(Kress&Bezermer,2008;Selander,2010),to express their personal understanding of the content.All meaning-making ismultimodal in a profound sense.Learners can express their ideas and identity afterknowing the functions of each element of modals through choosing suitable modes inmultimodal composing.Varied modes have perse semiotic potentials and restrictions,resulting in the representation and consumption of different features of content.(Kress&Selander,2012).In this study,the author adopts the paper-based artworks as the way ofmultimodal composing.
Studies on multimodal literacies have increased fast since the publication of thefoundation stone(New London Group,1996).Its core concept is also related tomultimodality and the learning by design,changing notions of identity and the process ofproducing meaning(Kress,2008).Literacy scholars in this time have realized andpursued the expanding thinking of which kind of composing forms can count in theclassroom and in the study(Kirkland,2004;Kris’s and Burn,2005).Furthermore,multimodality during this time got incorporated into position statement and criteria forprofessional organization including the International Literacy Association(Johnston et al.,2010).Furthermore,Australia’s(Australian Curriculum Assessment and ReportingAuthority,2015),Finland’s(Kiki&Estella,2015),and Singapore’s(Anderson et al,2017)curricular requirements have all incorporated multimodality.For internationalsecondary English classes,there were three main kinds of incorporation of multimodalcomposing into writing teaching including combining print and non-print composition,print and non-print and emphasis on multimodal composing process.The following wasthe detailed description into three categories.
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Chapter Three Methodology.......................20
3.1 Research Questions..........................20
3.2 Participants..........................................20
3.3 Procedure...................................21
Chapter Four Results and Discussion.........................31
4.1 The Spiral Development of Multiliteracies..................................31
4.1.1 Cycle 1............................................31
4.1.2 Cycle 2.....................................38
Chapter Five Conclusion................60
5.1 Major Findings.................................60
5.2 Implications.....................................61
Chapter Four Results and Discussion
4.1 The Spiral Development of Multiliteracies
On average,it is suggested that all the learners’works assessment from teachers,focus group,and questionnaire highly rated the action research project of multimodalcomposing in the spring semester.And the majority of learners indicate the positiveeffects of the written newspapers,as one kind of multimodal composing type,onthemselves.
英语论文怎么写
The statistics show the results of learners’perception of multimodal composingproject at the end of action research including usefulness(M=4.50),satisfaction(M=3.40),difficulty(M=2.87),interest(M=4.23),and overall evaluation(M=4.33).Thesefive questions in the questionnaire are mainly distributed at the beginning of each part.
4.1.1 Cycle 1
After collecting the learners’first artworks(Figure 1)without any demand exceptfor the topic,two teachers gave their own scores of linguistic according to Appendix 1and found that most of the works were in the form of text.The learners’first scores in thelinguistic design were not high.Due to the topic of this time was about“friends”,somelearners introduced their one or two good friends,and some copied from the Internetdirectly so that the content presented on the paper was ineffective for it was meaninglesslearning and the learners obtained almost nothing without thinking in the mind.
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Chapter Five Conclusion
5.1 Major Findings
In response to the current need to qualify the learners for the 21st centurycompetence of utilizing various semiotic modes in order to create and express themeaning and ideas,this research planned and implemented an action research project toengage the learners to participate in the creating of the multimodal artworks in paper andexplore their perceptions of the whole handwritten newspapers operation for enhancingtheir multiliteracies.
The findings presented the usefulness of multimodal composing throughpaper-based artworks in terms of the ability of editing four different design elementsincluding linguistic design,visual design,spatial design,and multimodal design.Specially,the findings were presented below.
(1)In general,the multimodal composing project helped them learn morevocabularies and apply the sentence more in real situation.At the same time,the culturalfield was expanded more during action research for they had to refer more relevantmaterials to complete the English artworks.Their English learning was not worthless forthey were a good and easy expression tool.They were content with the gradual progressin language learning,such as vocabulary spelling,grammar accuracy,logic of thinking,and problem-solving.
(2)The main progress of visual design is the learners’aesthetics.They can applytheir predicted images,including colors,lines,and fronts to their graphic works as theyexpect.The color becomes richer,the line becomes more smooth,and the front bocomesmore beautiful.
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