| 摘要: | 研究期間：10108~10207;Narratives can be used for developing second language learners’ speaking and conversational skills (e.g., Jones, 2001; Ko, Schallert, & Walters, 2003) as well as identity construction and relationship building (e.g., Holmes & Marra, 2011; Kramsch, 2000; Pavlenko & Lantolf, 2000). In the last three decades, digital technology has been used in the production of language and narrative, which emphasizes multimodality in the domain of “context” (Kress & Leeuwen, 2001; Page, 2010). While traditional narrative locates the audience by using temporally and sequentially organized cohesive devices, new media narrative discourse adds spatially and simultaneously contextual clues through a wider variety of cohesive techniques. However, this semiotic expansion of the contextual features in storytelling has not been fully explored in linguistic analysis and transcription, though narrative discourse of second language (L2) learners has been studied. This study adopts a data-driven approach to the study of L2 multimodal narrative, which will help the researchers and students in the following aspects: (1) reconceptualizing narrative as multimodal discourse to broaden our understanding of a diversity of semiotic resources in communication; (2) analyzing ensembles of semiotic resources in their narrative contexts to facilitate dialogue within a multiplicity of modes in relation to specific times, places, and groups; and (3) involving tellers and audiences in the evaluation process that draws their attention to all sensory modalities to develop critical competence and stances toward narrative across cultures and media. |
