Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

Pedagogical Study on Developing Students' Multi-literacy in College English Learning

Authors
Shuang Zhang
Corresponding Author
Shuang Zhang
Available Online October 2019.
DOI
10.2991/cesses-19.2019.17How to use a DOI?
Keywords
multimodality; multiliteracies; teaching model
Abstract

Cultivating students' multi-literacy ability in the modern multimodal environment has become an inevitable tendency of college English teaching. Based on the multi-literacy teaching model proposed by the New London Group, the paper takes non-English majors as the research object and conducts an empirical study on class teaching. The results indicate that the multi-literacy teaching model can be accepted by Chinese non-English majors and effectively improve students' multi-literacy skills.

Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
October 2019
ISBN
978-94-6252-816-1
ISSN
2352-5398
DOI
10.2991/cesses-19.2019.17How to use a DOI?
Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Shuang Zhang
PY  - 2019/10
DA  - 2019/10
TI  - Pedagogical Study on Developing Students' Multi-literacy in College English Learning
BT  - Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)
PB  - Atlantis Press
SP  - 72
EP  - 75
SN  - 2352-5398
UR  - https://doi.org/10.2991/cesses-19.2019.17
DO  - 10.2991/cesses-19.2019.17
ID  - Zhang2019/10
ER  -