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多模态话语的意义潜势存在于话语和语境构成的三大系统之中,由主体通过多种媒介和符号建构,具有主体性。外语教学多模态话语的主体性表现为读写主体模态、听说主体模态等,辅以其他模态,彰显社会认知特点和认知风格的主体差异性。通过外语教学中不同认知风格主体间的协作互动,可以建构教学中多模态话语的整体意义。
The latent potential of multimodal discourse lies in the three major systems of discourse and context, which are composed of subjects through multiple media and symbols and have the subjectivity. The subjectivity of multimodal discourse in foreign language teaching is manifested as the main mode of reading and writing, the modality of listening and speaking, and other modalities, highlighting the main differences between social cognition and cognitive styles. Through the cooperation and interaction among different cognitive style subjects in foreign language teaching, the overall meaning of multimodal discourse in teaching can be constructed.