A Study on the Synergy of Different Modes in MOOC for Teaching Chinese as a Foreign Language

Xinrui WU, Fang GUO

Abstract


Guided by the theoretical framework of dynamic multimodal discourse analysis, this study examines the synergy among different modes in the multimodal discourse of MOOC for TCFL (Teaching Chinese as a Foreign Language). For this purpose, this study has been carried out using qualitative research methods to analyze the video of HSK Standard Course Level 1 --- Lesson 1 in Confucius Institutes Online from the perspective of the context of culture, the context of situation and the synergy between various modes. The results of this study show that on the one hand, in order to achieve different communicative goals, teachers will choose different modes of multimodal discourse communication. On the other hand, in the whole process of communication, auditory mode is the main mode, which is always in the foreground. The visual mode formed by teachers will be in the foreground only when they complement the auditory mode and form the complementary relationship. However, In the process of presentation, auditory mode and the visual mode formed by background images are both in the foreground and play a significant role in helping students understand in the teaching.


Keywords


Modes; MOOC; Multimodal discourse; Synergy; TCFL

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References


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Royce, T. (2002). Multimodality in the TESOL classroom: Exploring visual—verbal synergy. TESOL Quarterly, 36(2), 191. DOI:10.2307/3588330

Wu, T. (2017). A probe into two micro-lecture videos: A systemic-functional approach to intersemiosis analysis in multimodal discourse. Foreign Language Learning Theory and Practice, (01), 72-77.

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Zhang, D. L., & Yuan, Y. Y. (2011). On the Synergy of Different Modes in Dynamic Multimodal Discourse: Taking TV Weather Forecast Multimodal Discourse as an Example. Shandong Foreign Language Teaching Journal, 32(5). DOI: 10.16482/j .sdwy37 -1026.2011.05.009




DOI: http://dx.doi.org/10.3968/11683

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