作 者：彭新勇[1] Peng Xinyong;Zhanjiang Normal University; 机构地区：[1]湛江师范大学外国语大学 出 处：《日语学习与探讨》2017年第4期56-62,共7页 摘 要：口译的即时性、环境的动态性特点决定了日语口译教学涉及到多种模态的配合。本文以日语口译教学录像的课堂话语作为语料来源,研讨课前自主学习的模态选择和课堂教学中多模态的协同。在指导学生自主学习时,教师应突破传统教学模式的束缚,有意识地设置模态组合;从日语自身的特点出发,为运用于课堂教学的模态做好角色定位,协调前景和背景模态的联系,避免模态资源的滥用和课堂教学的泛娱乐化倾向,促进教学过程的意义构建最大化、教学效果最优化。Real-time interpretation and dynamic environment have determined that Japanese interpretation teaching involves a degree of multimodality. In this paper, we use the classroom discourse during a Japanese interpretation teaching video as a data source to explore the multimodal coordination of mode selection for autonomous learning before class and in-class. In the guidance of students' autonomous learning, teachers should intentionally set the modal combination and avoid being bound by traditional teaching modes. On the basis of the characteristics of Japanese language, teachers should also understand the role of the in-class teaching mode, coordinate the foreground and background modes and avoid the misuse of modal resources and the tendency of an in-class pan-entertainment. In this way, the construction of meaning in the teaching process will be maximized and the effects of teaching will be optimized. 关 键 词：课堂教学 多模态协调 分 类 号：H36[语言文字—日语] ，日语论文，日语论文 |
