Research on the Construction of English Follow-up Courses Based on the Multimodality Theory
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Yuan Wang, Dan Zhou
Taking the classroom teaching discourse of the course Exploring English-speaking Countries as a case example, this paper discusses the theoretical guidance and practical significance of the multi-modal appraisal meaning construction on the development of English follow-up courses. Empirical studies have found that teachers’ proper insertion of words containing positive significance, engagement significance and graduation significance was helpful to guide students to participate in the construction of meaning. Blackboard writing and PPT materials realize the engagement significance of visual resources; teachers’ eye contact, facial expressions and gestures realize the contact significance, attitude significance, engagement significance and graduation significance of visual and body resources. Students’ participation realizes attitude meaning. Teachers’ positive emotional involvement and interpersonal interaction by mobilizing multi-modal resources play a role in promoting the construction of English follow-up courses.
Multimodality, Appraisal, The construction of follow-up courses.