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1、ALiteratureReviewofAnEmpiricalStudyofMultimodalTeachingModelinMiddleSchoolEnglishListeningTeachinginaMultimediaContextInrecentyears,thetheoriesofmultimodaldiscourseandmultimodalityhavegainedmanyscholars’attention.Manyresearchersstudythemandtrytoapplymult
2、imodalteachingtomiddleschools’teaching.Andnowadays,manyfamouslanguagescholarsaretryingtheirbesttodotheempiricalstudyonthemultimodalteaching.Asamatteroffact,manynotedresearchershavemadeabriefdefinitionofmultimodality.“Multimodalitymeansthecombinationofdif
3、ferentsemioticmodes---forexample,languageandmusic---inacommunicativeartifactorevent”(Kress&Leeuwen1996:281).“Multimodalityreferstothediversewaysinwhichanumberofdistinctsemioticresourcesystemarebothcodeployedandcocontextualizedinthemakingofatext-specificm
4、eaning”(Baldry&Thibault2006:21).Sincethe1990soflastcentury,themultimodalteachingapproachhasdrawntheresearchers’andtheteachers’attentioninabroad.Asamatteroffact,theterm“multimodal”wasputforwardbytheNewLondonGroupin1990,anditwasthefirsttimeforpeopletoheart
5、histerm.ThenabookcalledReadingImagewhichsystematicallyestablishedtheanalysismodelofsocialsemioticmultimode(Kress&Leeuwen1996:68).Inthisbook,itisfirsttimetoexplainthegrammardesignedbyvisionsystematicallyandsurveythewaythatthepicturestransmitthemeaning.The
6、authoralsoquotedmanyexamplestoexplain,suchaschilddrawing,text-cut,camerapictures,andsoon.Thisbooksuppliesaveryvaluabletheoreticalinstrument.Thedevelopmentoftheresearchofthemultimodaldiscourseandtextgivesastrongsupportingfortheevolutionofmultimodalteachin
7、g.Unsworthposedthefoundationaltheoreticalknowledgeofimportanttextbook.Hebelievedtheteachershouldhavetheknowledgeofvisionanddiscoursegrammarandtheabilityofthecomputerassistedlearningwhichcanmeettherequirementsofteachingwiththenewly-mintedelectronictextsan
8、dimages(Unsworth2001).ThebookPerspectivesonMultimodalitywhichpublishedin2004gaveaguidetothemultimodalresearchandtheconstructionofthemultimodaltheory(Ventola&Charles2004).Inthisbook,theauthorcarefullyexplainedthemultimodald
