基于多模态的大学英语写作教学分析-教育技术学专业论文.docxVIP

i i Acknowledgments I wish to express my gratitude to my respected supervisor, Professor Wu Qiong for her continuously instruction in the completion of the thesis. She has been supporting me in the whole process of thesis writing including collecting related documents, conducting the experimental study and accomplishing the thesis. It is she that has encouraged me to overcome difficulties and to step forward firmly. I also deeply appreciate the continued support of School of Foreign Languages, SNU, who has provided me relevant courses and adequate time to enable me to pursue my researches with the minimum interference from other responsibilities. I am particularly grateful to my teachers such as Mrs. Zhang, Mr. Bai, Mrs. Zhao, Mrs. Wu, Mrs. Liu and classmates for their comments and discussions on the thesis. All of their remarks have helped me to complete the study. I would like to say ―Thank you‖ to my parents, though no word is adequately enough to convey the depth or breadth of my indebtedness to them. ii ii Abstract English writing plays a significant role in foreign language learning and it is recognized as essential to empower students to intensify thinking and promote their expressing ability. However, based on the previous studies, the effect of college English writing instruction leaves much to be desired. Some students may become weary of English writing instruction because of the traditional way of writing instruction. To solve the problem, multimodality-based English writing instruction has been increasingly highlighted. In the context of one of Normal Universities in Liaoning province, the thesis reports on the results of an empirical study based on the integration and transformation of different multimodalities. It is meant to answer two research questions concerning the effect of multimodality-based writing instruction on the subjects‘ English writing and on their attitudes towards English writing. In conducting the experimental study, two groups of n