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在高级英语课程的多模态语篇教学中,多种模态之间的协调性非常重要。多模态因素的合理分布、主次分明与配合协同可以全方位激发认知结构中的百科信息,充分发挥多种模态的作用,有效增强教学效果。但是多模态因素的不合理运用,比如无关信息、冲突信息、叠加信息和冗余信息等,可能使不同模态之间相互矛盾、冲突或抵消,导致超负荷认知和减弱教学效果。
In the multi-modal discourse teaching of advanced English courses, coordination among multiple modalities is very important. Reasonable distribution of multi-modal factors, primary and secondary distinct and cooperate with the encyclopedia can stimulate all-encompassing cognitive structure information, give full play to the role of a variety of modalities, and effectively enhance the teaching effectiveness. However, the irrational use of multi-modal factors, such as irrelevant information, conflict information, overlay information and redundant information, may cause conflicting, conflicting or offsetting among different modalities, leading to overloading cognition and weakening teaching effects.