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多模态元话语是引导听话人去组织、分类、解释、评价和反映篇章所传达信息的一套机制,具有关心听话人的对话性质,表现出明显的互文性。高级日语的教学实践中引入研究型学习,学生“教师”不能及时关心受众,缺少与受众的互动和对话。本文应用多模态元话语的对话本质,针对演讲、授课、辩论的不同性质提出相应的言语元话语和非言语元话语使用策略,倡导在教学改革的基础上有的放矢地引入多模态元话语的学习。
Multi-modal meta-discourse is a set of mechanisms that guides the hearer to organize, classify, interpret, evaluate and reflect the information conveyed by the discourse, and has the nature of dialogues concerned with hearers and shows obvious intertextuality. Introducing research-based learning into advanced Japanese teaching practice, students “teachers ” can not care about the audience in time and lack the interaction and dialogue with the audience. Based on the nature of the dialogue of multi-modal meta-discourse, this dissertation puts forward the strategies of using verbal meta-discourse and non-verbal metaphysical discourse according to the different nature of lectures, lectures and debates, advocating the introduction of multimodal meta-discourse on the basis of teaching reform Learn.