scholarly journals Meaning Construction of Multimodal Discourse in High School English PPT Courseware—A Case Study of the 10th National Demonstration Lectures for High School English Teachers

2019 ◽  
Vol 9 (9) ◽  
pp. 1134
Author(s):  
Yanling Zheng
Keyword(s):  
High School ◽  
Middle School Teachers ◽  
Meaning Construction ◽  
School Teachers ◽  
High School English ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analysis Theory ◽  
Multimodal Features

This paper will be devoted to meaning construction of the lead-in part in 30 PPT courseware for the 10th national demonstration lectures for middle school teachers. Based on the meta-function proposed by Halliday, taking the lead-in part as the analyzing material, this paper will apply multimodal discourse analysis theory to answer the following questions: (1) what are the multimodal features of the lead-in part? (2) how can these multimodal features co-construct the discourse meaning effectively? (3) what are the implications of the lead-in part’s PPT to multimodal PPT design and high school English teaching？

Construction of risk in road safety advertising: a multimodal analysis of Vietnamese child helmet awareness advertisements

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hoang Van Nguyen
Keyword(s):  
Road Safety ◽  
Expert Knowledge ◽  
Multimodal Approach ◽  
Traditional Values ◽  
Multimodal Analysis ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Comprehensive Picture ◽  
Media And Communication

AbstractThe discourses of risk serve to organise the ways in which we understand and respond to potential harms and threats, which have become a major concern in our daily life. However, the discourses of risk have not been extensively investigated using linguistic text-based methods on the multimodal level, nor deeply examined beyond Western contexts. Grounded in the literature of risk and multimodal discourse, the aim of the study is to demonstrate Multimodal Discourse Analysis from a Systemic Functional Linguistics perspective as a potential methodology to investigate how risk discourses are constructed in and through semiotic resources in a non-Western setting. Through a case study of child helmet awareness advertisements in Vietnam, the multimodal analysis reveals a comprehensive picture of risk discourses constructed across various semiotic modes. In this analysis, the discourses of risk are constructed through a negotiation of expert knowledge and traditional values to encourage the audience to take actions and provide helmets for their children. Findings of the study demonstrate the use of Systemic Functional multimodal approach to media and communication to provide evidence for risk discourses in the Vietnamese setting, which are at odds with the current literature and can potentially be extended to other contexts.

scholarly journals An Automatic Assessment Method for Spoken English Based on Multimodal Feature Fusion

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Qijing Zhang
Keyword(s):  
Discourse Analysis ◽  
Integral Model ◽  
Survey Method ◽  
Fuzzy Measures ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analysis Theory ◽  
Teaching Design ◽  
English Speaking ◽  
Elementary English

This paper provides a comprehensive explanation of the theoretical foundations of multimodal discourse analysis theory as applied to speaking instructional design. The specific application of multimodal theory in the teaching of elementary English speaking classrooms is explored through the teaching design of elementary English speaking classrooms, the teaching implementation of multimodal teaching design is carried out, and the effect of the teaching practice of elementary English speaking guided by multimodal discourse analysis theory is comprehensively evaluated through classroom observation method, questionnaire survey method, and interview method, combined with the teaching evaluation and teaching implementation effect, which is the multimodal teaching design. The paper also summarizes the findings and shortcomings of the study. Through the teaching design and implementation, the advantages of multimodal teaching are obvious; it can combine with modern advanced teaching techniques to create more realistic communicative situations in the classroom, gather and present various modal resources and information, and ensure rich and diverse language input; students can receive various sensory stimuli in the classroom, deepen their memory and experience of language, increase the interest of classroom teaching, and improve students’ participation. It also increases the interest of the classroom and enhances students’ participation and motivation. Based on multimodal theory, the author designed a multimodal teaching framework for a semester-long speaking course in the speaking classroom for reference. The fuzzy measures were constructed based on subsets of language segments containing 10 phonemes belonging to the same HDP set. Finally, linguistic scores are given by the Surgeon integral model based on the plausibility of the system and the fuzzy measures. The experimental results based on Sphinx-4 show that the evaluation model yields plausible and stable evaluation results for the 3 test sets at an average correct recognition rate of 84.7% of phonemes.

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

Creativity and criticality: Reimagining narratives through translanguaging and transmediation

2020 ◽  
Vol 11 (4) ◽  
pp. 581-606
Author(s):  
Ron Darvin
Keyword(s):  
High School ◽  
High School Students ◽  
Discourse Analysis ◽  
The Philippines ◽  
School Students ◽  
Digital Resources ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Filipino Migrants ◽  
Relations Of Power

AbstractThis paper asserts that creativity and criticality are interlocked constructs that converge through the shared impetus of challenging existing norms, practices and relations of power. Drawing on data from a student YouTube adaptation of a play about Filipino migrants from a literature textbook, it examines how high school students in the Philippines use their linguistic, multimodal and digital resources to retell a prescribed narrative from their own perspectives and contexts. By conducting a multimodal discourse analysis of this video, this paper demonstrates how these youth engage with translanguaging and transmediation, reshaping the meanings of the primary text while imagining spaces like Canada from their own fixed locations in the Philippines. Through these creative and critical processes, they are able to challenge the boundaries of both word and world, and assert their own voices in the discourse of migration and globalization.

scholarly journals A study on relationship between creativity and idealistic realistic attitude: A case study of high school teachers

2013 ◽  
Vol 3 (7) ◽  
pp. 1989-1992 ◽  
Author(s):  
Syed Habib Maktabi ◽  
Fariba Hanifi ◽  
Maryam Feizabadi
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teachers
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