ABSTRACT
摘要
CONTENTS
List of Figures
List of Tables
Chapter One Introduction
1．1 Background of the Study
1．2 Significance of the Study
1．3 Organization of the Thesis
Chapter Two Literature Review
2．1 Soft Discourse Studies
2．1．1 Defining Soft Discourse
2．1．2 Previous Studies on Soft Discourse
2．2 Humanism Studies
2．2．1 Development of Humanism from Psychology to Learning
2．2．2 Previous Studies of Humanism in Language Learning
2．3 Multimodality Studies
2．3．1 Definitions of related concepts and MDA
2．3．2 Previous Studies on MDA
2．3．3 Summary of Previous Studies
Chapter Three Theoretical Foundation
3．1 Humanism in Learning
3．1．1 Humanistic Learning Views
3．1．2 A Refined Affective Design Model
3．2 Multimodality
3．2．1 Visual Grammar
3．2．2 Audio Grammar
3．2．3 The Inter-modal Relationships
3．3 The New Analytic Model for the Current Study
Chapter Four Humanism-Based Multimodal Study of the Case
4．1 Overview of the Case Study
4．1．1 Research Questions
4．1．2 Object of the Case
4．1．3 Data and Methodology
4．1．4 Statistic Analysis of Multimodality and Humanism
4．2 Multimodal Analysis of Reducing Anxiety
4．2．1 Creating a Positive Interaction Atmosphere
4．2．2 Creating a Good Learning Environment
4．3 Multimodal Analysis of Enhancing Motivation
4．3．1 Presenting Diversified Multimodal Means
4．3．2 Presenting Diversified Meaningful Content
4．4 Inter-modal Realizations of the Affective Design
4．4．1 Complementary relations
4．4．2 Non-complementary relations
Chapter Five Conclusion
5．1 Major Findings of the Study
5．2 Implications of the Study
5．3 Limitations and Suggestions for Further Studies
Bibliography
Acknowledgements
声明
