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视觉环境下的多模态化与多模态话语研究
《视觉环境下的多模态化与多模态话语研究》主要以Kress和VanLeeuwen社会符号学框架下的视觉交流理论为基础,从图像、情态、构图、颜色、印刷版式等视觉交流的各主要方面研究多模态话语。全书共分4部分,10个章节。首先探讨了多模态化和多模态话语产生的社会文化背景;然后以“多元识读”(Multiliteracies)概念为出发点,导出视觉环境下多模态化和多模态话语研究的理论框架,并在这个理论框架下结合新闻图片、海报、广告、网页、学生制作的PPT等多种多模态语篇,探讨了图像的“元功能”、图像的情态意义以及视觉交流中构图、颜色及印刷版式的意义;最后还研究了大学生的多元识读意识和能力以及多元识读对大学英语“教”与“学”带来的启示。
《视觉环境下的多模态化与多模态话语研究》可供各大专院校作为教材使用,也可供从事相关工作的人员作为参考用书使用。
序自序Chapter1Introduction1.1WhatIsMultimodality?1.1.1GlobalizationandMultimodality1.1.2Multimodalityand"NewWriting".1.2WhatIsMultimodalDiscourseandMultimodalDiscourseAnalysis?1.3WhyStudyMultimodalityandDoMultimodalDiscourseAnalysis?1.4DevelopmentofMultimodalityResearch1.5TheScopeandDesignofThisBookChapter2TheoreticalBackgroundandFrameworkofMultimodalityandMultimodalDiscourseinVisualCommunication2.1Introduction2.2Multiliteracies——theStartofaNewTheory2.2.1ReasonsfortheNewTheory2.2.2ArgumentsoftheNewTheory2.2.3ContentoftheNewTheory2.3TheoreticalFrameworkofVisualCommunication2.3.1ThreeSemioticSchoolsInfluenceonVisualCommunication2.3.2DifferencesBetweenEarlierSemioticTraditionandSocialSemioticApproach2.3.3KressandVanLeeuwensSocialSemioticFrameworkofVisualCommunication2.4SummaryChapter3TheMeaningofImage3.1Introduction3.2TheMetafunctionsofImage3.2.1TheRepresentationalMeaningofImage3.2.2TheInteractiveMeaningofImage3.2.3TheCompositionalMeaningofImage3.3AnImageAnalysisoftheVisualRepresentationofProjectHope3.3.1TheRepresentationalMeaning3.3.2TheInteractiveMeaning3.3.3TheCompositionalMeaning3.4SummaryChapter4TheModalityMeaningofImage4.1Introduction4.2ModalityinLinguistics4.3ModalityinVisualCommunication4.3.1ModalityMarkers4.3.2CodingOrientation——TypesofVisualModality4.4AContrastiveModalityAnalysisBetweenTwoCarsUndertheSameBrand4.4.1AModalityAnalysisoftheCarinItsTechnicalManual4.4.2AModalityAnalysisoftheCarinItsAdvertisement4.4.3ComparisonandAnalysis4.5SummaryChapter5TheMeaningofComposition5.1Introduction5.2ThreePrinciplesofComposition5.2.1InformationValue5.2.2Salience5.2.3Framing5.3TheCompositionalMeaningofElectroluxWebpage5.3.1InformationValueRepresentedbyElectroluxText5.3.2AnalysisofSalience5.3.3FramingMeaning5.4SummaryChapter6TheMeaningofColor6.1Introduction6.2TheCommunicativeFunctionsofColor6.2.1TheIdeationalFunctionofColor6.2.2TheInterpersonalFunctionofColor6.2.3TheTextualFunctionofColor6.3TheMeaningofColor6.3.1Value6.3.2Saturation6.3.3Purity6.3.4Modulation6.3.5Differentiation6.3.6Hue6.4ColorHarmony6.5AContrastiveColorAnalysisBetweentheHomepageofYahooandtheHomepageofDisney6.5.1AColorAnalysisoftheHomepageofYahoo6.5.2AColorAnalysisoftheHomepageofDisney6.5.3ComparisonandResult6.6SummaryChapter7TheMeaningofTypography7.1Introduction7.2SemioticPotentialsofTypography7.2.1StoclesAttemptatTypographyGrammar7.2.2VanLeeuwensSodalSemioticApproachtoTypographyGrammar7.2.3TheMeaningPotentialsofLiningandSpacing7.3AMultimodalDiscourseAnalysisoftheTopicLogoofGoogle7.3.1Introduction7.3.2ASpecificAnalysisoftheTopicLogoofGoogle7.3.3Conclusion7.4SummaryChapter8CaseStudy:AMultimodalDiscourseAnalysisofaMultimodalTextonGlobalWarming8.1Introduction8.2AMultimodalDiscourseAnalysisofaMultimodalTextonGlobalWarming8.2.1TheMetafunctionsPresentedbytheMultimodalText8.2.2TheMultimodalCommunicativeActsoftheMultimodalTextonGlobalWarming8.3SummaryChapter9MultimodalityandMultiliteracies9.1Introduction9.2TheUnderstandingofMultiliteracies9.3CollegeStudentsCurrentAwarenessandLevelofMultiliteracies9.3.1BasicInformationAboutStudentsPPTPresentation9.3.2AnAnalysisoftheGenresUsedinthePPTPresentation9.3.3AnAnalysisoftheModesUsedinthePPTPresentation9.3.4TentativeConclusion9.4SuggestedMethodstoImproveCollegeStudentsMultiliteracies9.5MultiliteraciesandItsInstructionstoCollegeEnglishTeachersandStudents9.5.1HypertextualizedTeaching——NewThoughtinCollegeEnglishCurriculumRequirements9.5.2InnerRelationshipBetweenMultiliteraciesandHypertextualizedTeachingThoughtinCollegeEnglishCurriculumRequirements9.5.3InstructionstoCollegeEnglishTeachersandStudents...9.6SummaryChapter10Conclusion10.1ASummaryoftheBook10.2DirectionforFurtherResearchBibliographyAppendix后记
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