Abstract
This study seeks to explore relations of visual-verbal modes and figure out application principles in China’s College English Classroom (CEC). It takes data from two files: (1) videos of two excellent CEC teachers; and (2) semi-structured interviews with them, within which it studies four modes in PPT or on blackboard presentation: image, words, dynamic and symbol. Three instruments—Multimodality annotation software ELAN, two-dimensional meaning-making tables and semi-structured interview are employed to facilitate both quantitative and qualitative analyses. The results showed features of frequency, timing and proportion of each mode summarized by ELAN and found out proper collocation of image, words, dynamic and symbol relies on intersemiotic relations, which are revealed as complementary and non-complementary. It further analyzed application principles of four modes under CEC context in China. Except principles of effectiveness, efficiency and appropriate collocation put forward by former studies, it complemented principle of modes’ transference to highlight the necessity to form students’ autonomy of visual-verbal modes.
Highlights
1.1 Context of the studyVisual-verbal studies of TESOL (Teaching English to Speakers of Other Languages) originate from Western countries and are springing up among Chinese researchers nowadays
The results showed features of frequency, timing and proportion of each mode summarized by ELAN and found out proper collocation of image, words, dynamic and symbol relies on intersemiotic relations, which are revealed as complementary and non-complementary
Validity and Reliability of cases are responsible for guarding against criticism or flaws in case study
Summary
Visual-verbal studies of TESOL (Teaching English to Speakers of Other Languages) originate from Western countries and are springing up among Chinese researchers nowadays. In conformity to the growing trend of applying multimodal pedagogy in language teaching, in 2004, the Ministry of Education of the People’s Republic of China published the trial version of College English Curriculum Requirements for non-English majors as well as for us teachers across colleges and universities. Royce (2002, 2007) mainly examined visual modes in TESOL and explored visual-verbal synergy in the classroom. Other researchers such as Baldry and Thibault (2006), Bezemer (2008) and Cloonan (2011) studied visual modes and spatial modes, gestural modes or audio modes in the TESOL classroom
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