The Meta-analysis of Multimodal Effects from the Perspective of Classroom Ecology_英语论文

摘要

本研究旨在通过元分析（meta-analysis）探讨国内多模态课堂教学对语言学习者二语习得的综合影响，并且在此基础上提出构建外语生态课堂的设想。通过文献检索，本文纳入外语类核心期刊定量文章33篇，产生39个独立研究，总样本量为4410人。研究结论如下：（1）目前国内对多模态教学的研究主要涉及听、说、读、写四个技能方面，以及对学生本身学习心理和学习绩效的影响。其中对语言高阶学习（如跨文化交际能力，思辨性思维等）的研究屈指可数；（2）元分析的结果揭示了多模态的正负影响，最大的分歧在于对多模态接受信息的过程中认知负荷的研究，这一点凸显成为该领域需进一步研究的方向。

关键词：多模态教学  角色建模语言（AML）  生态课堂  元分析 

Abstract

The purpose of this thesis is to explore the comprehensive influence of multimodal teaching classroom on second language learning in China through meta-analysis, and to propose the construction of foreign language ecological classroom. 33 quantitative research papers published in the core journals of foreign languages in 2004-2018 were collected. The total sample size of the literature was 4410 that comprises 39 independent studies. By a matching analysis of Gu Yueguo’s (2007) agents-modeling-language (hereafter abbreviated as AML) construct and experimental effects of modalities, namely the independent variables and dependent variables and p values, the results show that: (1) the present domestic research on multimodal teaching mainly involves the four skills, viz. listening, speaking, reading and writing, as well as the effects on students' psychological performance and learning outcome. Among them, the study of high-level thinking learning is rare. (2) The meta-analysis reveals the positive and negative effects of multimodality, and the biggest divergence lies in the study of cognitive load in the process of receiving information of multimodality. This indicates the necessity of further exploration and ecological classroom construction in this field.

Key words: multimodal teaching  AML   ecolinguistics  meta-analysis  

Contents

Chapter One  Introduction 1

1.1    An Overview of Multimodality1

1.2    A Brief Introduction to Meta-analysis2

1.3    Purpose of the Thesis.2

Chapter Two  Research Background4

2.1    Literature Review.4

2.1.1 Previous Studies on Multimodal Effects4

2.1.2 Previous Studies on Ecological Classroom5

2.2    Theoretical Framework6

2.2.1 Multimodal Learning6

2.2.2 Ecolinguistics.7

Chapter Three  Research Design10

3.1    Research Question10

3.2    Research Method11

3.3    Research Processes.11

3.4    Data Source and Collection12

Chapter Four  Research Results15

4.1    Current Research Situation of Multimodal Teaching.15

4.2    Specific Impacts of the Multimodal Teaching on learners’ SLA.17

Chapter Five   Discussion19

5.1    Effects of Multimodal Teaching in Language Learning.19

5.2    Specific Impacts of the Multimodal Teaching on learners’ SLA.21

5.3    Insights into Constructing a Foreign Language Ecological Classroom.24

Chapter Six  Conclusion.26

Bibliography

Acknowledgments