政治演说中多模态手势隐喻的认知构建

随着多模态化时代的到来,隐喻研究已不再局限于言语层面,而是深入到了非言语层面或多模态层面。手势语隐喻是非言语隐喻的重要形式,和言语隐喻相辅相成,从而实现话语意义的构建和传达。以奥巴马和罗姆尼在总统竞选首场辩论中的手势语为研究语料,采用定性和定量相结合的分析方法,从多模态角度探究政治演说中隐喻性手势语的意义建构机制和特征,从而为概念隐喻研究提供一个新的视角。     

中美教育演讲中的言语-手势多模态隐喻对比研究

本文分析中美名人高校演讲中言语-手势多模态隐喻，发现伴有隐喻手势的非言语隐喻和伴有手势隐喻的不同源域相同目标域言语隐喻居多，中美演讲者的各类言语-手势隐喻类型使用频率具有显著差异性。双方在表达方位隐喻和情感隐喻时手势的使用表现出相似性和差异性，这揭示了不同语言文化体现的隐喻认知思维模式的异同。本文对演讲教学中言语-手势隐喻的使用具有一定的启示作用。     

演讲手势中多模态隐喻与转喻互动整合分析

以多模态转喻和隐喻为切入点,从认知构建的角度对李阳疯狂英语演讲中几个手势进行探讨。在分析手势语类、演讲手势多模态隐喻及转喻特征的基础上可见,在多模态隐喻及转喻的过程中,转喻激活认知,促进转喻和隐喻相互整合,共同完成概念合成。从认知构建的角度对演讲手势进行研究,有助于从本质上阐释多模态构建的动因。     

英语视觉诗The Altar多模态意义的构建

作为一种较新的话语分析方法,多模态话语分析为信息时代的话语分析提供了一个新视角.基于Halliday的系统功能语言学,运用多模态话语分析的理论方法,从语言和印刷板式入手,对George Herbert的英语视觉诗The Altar中的言语模态和视觉模态进行分析,并进一步对其意义构建、多模态意义整合进行动态研究,从而使话语意义的解读更全面、准确,并为更多的具有多模态性的文学语篇的解读和欣赏探寻一种新的方法和途径.     

象似性手势在儿童早期词汇学习中的作用

象似性手势是指在形式和表达方式上与其所伴随的言语的语义内容密切相关的手势。儿童通常在18~24个月产生象似性手势,到3岁时能准确理解象似性手势的含义。象似性手势的产生和理解与儿童年龄呈正相关,且受文化等社会因素的影响较大。象似性手势能够揭示儿童的象征发展水平,解释并再现言语组织过程,补充言语中未表达的信息,促进多通道表征,提高词汇加工效率,因而有助于儿童的词汇理解、记忆和泛化。未来相关研究应进一步扩大象似性手势的研究对象,考察象似性手势与具身认知的关系及其对儿童词汇学习的多方面影响,这将有助于提高未来研究成果对教育实践的指导作用。     

多模态元话语在大学英语口语课堂教学中的应用

元话语帮助发话者组织话语,表达对话语的观点和态度,引导受众理解话语内容。多模态元话语是多种符号模态的混合系统,言语符号和非言语符号模态共同来完成意义的构建。本文尝试探索多模态元话语在大学英语口语课堂教学中的语用功能,旨在证明将多模态元话语应用到课堂教学中可以提升教学质量,具有积极的指导作用。     

多模态元话语研究

元话语是作辙话人用于组织话语,表达自己对话语内容的观点,涉及受众反应的一种方法。它既包括言语形式,也包括非言语形式,是多模态的。作者借助语料,以“多模态元话语”为概念,对其进行定义和分类,并指出它的识别标准以及模态之间的关系,旨在对全面解读作搬话人如何运用多种形式指导受众连接、组织、解释、评价话语内容,从而对达到顺利交际有所帮助。     

手势语言观——手势研究的新视角

从上个世纪60年代起,国外学者对手势与语言的关系进行了大量研究,而在国内,这一课题尚未得到应有的关注.手势的语言观认为手势是语言交际的一部分,与说话者要传递的信息紧密相关,具有跨语言文化特性和系统性.手势与语言的关系体现在手势是一种说者现象、手势和言语起相同的语义和语用功能的作用、手势和语言具有语义和时间的一致性等五个方面.目前,对手势与语言联系的解释机制包括手势语言辅助理论和手势语言辩证理论.     

多模态语料库驱动的中国大学EFL教师课堂语伴手势的产出量研究

话语与伴随手势的数量协同问题长期缺乏实证研究数据支持。在功能协同（同样的语义和语用功能）、结构协同（同在支架话序中）的前提下,本研究使用语料库量化研究方法,探讨了语力话语形式（powerful language forms）与其伴随手势的数量协同机制。研究结果发现,在相同教学功能语境之下,语力话语与伴随手势数量比小于1.3:1大于1:1.3之间时,能实现最佳的交际效果;反之,则会对交际效果产生消极作用。     

教师话语意义的多模态建构

结合多模态话语分析理论和系统功能语法,通过关注教师的教学话语这一单向交际事件,研究了教师在教学中使用的交际模态。研究从微观的角度,分析了教师话语中的语言、视觉语言和手势三种模态,同时证明了这三种模态在教师话语中的功能和彼此间的关系。     

Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention

When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in speech while simultaneously presenting a different, but complementary, strategy in gesture (Singer & Goldin-Meadow, 2005). One possibility is that gesture is powerful in this context because it presents information simultaneously with speech. Alternatively, gesture may be effective simply because it involves the body, in which case the timing of information presented in speech and gesture may be less important for learning. Here we find evidence for the importance of simultaneity: 3rd grade children retain and generalize what they learn from a math lesson better when given instruction containing simultaneous speech and gesture than when given instruction containing sequential speech and gesture. Interpreting these results in the context of theories of multimodal learning, we find that gesture capitalizes on its synchrony with speech to promote learning that lasts and can be generalized.     

Consolidation and Transfer of Learning After Observing Hand Gesture

Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children (n = 184, ages = 7–10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later. The lesson either included speech and gesture or only speech. Children who saw gesture performed better overall and performance improved after 24 hr. Children who only heard speech did not improve after the delay. The gesture group also showed stronger transfer to different problem types. These findings suggest that gesture enhances learning of abstract concepts and affects how learning is consolidated over time.     

聋人面部与手势间注意转换差异研究进展

对聋人面部与手势间注意转换差异进行分析有利于明晰聋人在综合沟通背景下的注意资源分配策略。通过对聋人整体面部与手势、局部面部与手势转换关系进行探究发现,聋人在口语和手势双重信息流下对面部与手势的注意转换受视觉系统和认知系统交互作用的影响。整体面部与手势转换中,表现出面部集中性和手势集中性两种注意模式,受到语言经验和手势词汇特性的调节。局部面部与手势转换中,口形与手势的转换受聋人视觉注意资源再分配的影响,支持劳动分工说,且听觉线索的补偿增强了口形与手势的整合加工能力;眼部注意在手势理解中多发挥支持性作用。聋人在面部与手势间的注意转换差异总体支持了认知资源理论。     

Developing strategic readers: a multimodal analysis of a primary school teacher's use of speech,gesture and artefacts

Research on implementing reading strategy instruction has primarily focused on teachers' verbal communication with limited attention to other semiotic resources such as gesture and artefacts. In this paper, we construct a ‘telling case’ on the basis of how one primary teacher from the United States used speech, gesture and artefacts as a means of communication while instructing her students in reasons to predict when reading. Data sources for this case study consisted of field notes, artefacts and digital video. We analysed the teacher's use of gesture, speech and artefacts from a social semiotic multimodal perspective. Findings indicate that the teacher created meaning by interweaving multiple modes in the communicative contexts of strategy instruction using speech, deictic gestures, metaphoric gestures and artefacts. These findings are important to reading strategy instruction because much of the research and discussion of practice to date has centred on the instruction of reading strategies using teacher and student speech and not attending to the use of semiotic resources beyond speech.     

手势识别研究概述

手势是一种自然而直观的人际交流模式.介绍了手势识别的发展过程以及手势的建模方法.当前人们采用不同的手势识别手段和技术来识别手势.同时介绍了当今比较先进的计算机手势输入技术,提出了一种新的手势识别方法,并举出已经实现的手势识别系统.     

Orchestrating semiotic resources in explicit strategy instruction

Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers’ speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers’ use of different semiotic resources when introducing second-grade readers to specific reading strategies. We analysed two teachers’ use of speech, gesture and artefacts in their introductory explanation of the declarative, procedural and conditional knowledge necessary to be strategic readers. The importance of this article lies in reconciling the narrow focus on what teachers say during explicit strategy instruction with the repertoire of semiotic resources that the teachers actually use to enact multimodal communication during their explanation of the strategy.     

Re-thinking Assessment: Multimodality,literacy and computer-mediated learning

All teaching and learning in the school classroom involves a range of modes including speech, writing, gesture, gaze, body-posture, movement, and so on--in other words teaching and learning are multimodal. This is as true of school English, where common-sense would have it that teaching and learning are fully realised in language, as it is of school Science where the role of action is firmly established in the curriculum. While all teaching and learning is multimodal, the use of computers in the classroom serves to emphasise the multimodal character of pedagogy. Computer applications introduce new kinds of texts into the classroom and these demand different practices of students. In turn this suggests the need to re-think conceptions of literacy, learning and assessment--to move beyond the narrow definition of literacy apparent in recent government policy to a broader definition that realises the connections between literacy and social practices in a multimodal digital era. The questions raised by the move from a language-based curriculum to a multimodal curriculum are explored in this paper through an illustrative example of computer mediated learning in the school English classroom.     

歌唱的姿态与表情在歌唱中的重要性

良好的姿态与表情是演唱一首歌曲好与坏的衡量标准,也是每一位歌唱者所必须掌握的．好的歌唱姿态决定了歌唱的质量,而好的表情会给观众带来美的享受,也是演出成功的法宝,好的表情能给人一种视觉盛宴,一种心灵的震撼．