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

Xinrui WU, Fang GUO


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.


Modes; MOOC; Multimodal discourse; Synergy; TCFL

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


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