主講人：Prof. Leonard Charles Unsworth（Faculty of Education, Australian Catholic Education）

時(shí)間：2014年6月16日（周一）下午15:30-17:30

地點(diǎn)：北校區(qū)第九教學(xué)樓103（MBA絲紡講堂）

主辦單位：人事處、國(guó)際合作與交流處、教師發(fā)展中心

承辦單位：英語(yǔ)教育學(xué)院

講座語(yǔ)言：英語(yǔ)

講座內(nèi)容簡(jiǎn)介：

Interpreting the image–language interface in multimodal texts is now an integral aspect of reading paper and digital media texts in almost all areas of communication in today’smultimedia world. This is reflected in international literacy tests such as PISA and IELTS. It is also well recognized as a crucial aspect of reading comprehension in a number of official school syllabi such as the recently published Australian Curriculum: English (ACE). This presentation outlines the relevant expected student learning outcomes in this curriculum and draws attention to the need for further research to provide a robust and comprehensive account of the nature of image–language relations to explicate these intended outcomes in a manner that will support multimodal literacy pedagogy. Recent semiotic accounts of image–language interaction are outlined and related to the results of a study showing the relative comprehension difficulty of different kinds of image–language relations. Also discussed in relation to this study is the extent to which the current Australian national assessment program in reading addresses the image–language interface and the nature of the image–language relations included in this assessment program. This research suggests that the current discrepant emphases on the image–language interface in the ACE and the national assessment program could be brought much more into alignment to generate an assessment program that more adequately addresses reading as the integrative negotiation of visual and verbal information. In teaching English as a foreign language, developing reading comprehension must also be seen as the integrative negotiation of image and language, requiring new multimodal reading pedagogies and the further refinement of tests such as PISA and IELTS to take full account of the multimodal nature of an increasing variety of texts that are encountered in educational, vocational, civic, social, and personal contexts.

主講人簡(jiǎn)介：

Leonard Charles Unsworth是多元識(shí)讀研究的領(lǐng)軍人物之一，目前為澳大利亞天主教大學(xué)教授。Unsworth教授出版專(zhuān)著及學(xué)術(shù)著作十多本，其中Teaching Multiliteracies across the Curriculum已成為多元識(shí)讀研究的必讀書(shū)目；在Language & Education, Visual Communication, Curriculum Perspectives, Australian Journal of Language and Literacy, Reading等國(guó)際期刊發(fā)表期刊論文近五十篇，并在Routledge, Springer, Peter Lang, Continuum等著名出版社發(fā)表書(shū)章論文近三十篇。2004年獲澳大利亞識(shí)讀教育者協(xié)會(huì)（Australian Literacy Educators’ Association） 頒發(fā)的“研究引用價(jià)值獎(jiǎng)”（Citation of Merit Award for Research）；2006年獲澳大利亞教育科學(xué)和培訓(xùn)部長(zhǎng)（Australia Government Minister for Education, Science and Training）頒發(fā)的“提升識(shí)讀突出貢獻(xiàn)獎(jiǎng)”(Outstanding Contribution to Improving Literacy).

報(bào)名方式：

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人事處、國(guó)際合作與交流處、教師發(fā)展中心

2014年6月10日