Contemporary Foreign Languages Studies ›› 2025, Vol. 25 ›› Issue (3): 119-128.doi: 10.3969/j.issn.1674-8921.2025.03.011
Previous Articles Next Articles
Online:
2025-06-28
Published:
2025-05-16
Contact:
HAN Zeting
E-mail:hanzeting@hnie.edu.cn
CLC Number:
LI Zhanzi, HAN Zeting. Exploring Multimodal Discourse in the AI Age: Opportunities and Prospects[J]. Contemporary Foreign Languages Studies, 2025, 25(3): 119-128.
[1] | Aiello G. & T. van Leeuwen. 2023. Michel Pastoureau and the history of visual communication[J]. Visual Communication 22(1):27-45. |
[2] | Bateman J. A. 2022. Multimodality, where next? Some meta-methodological considerations[J]. Multimodality & Society 2(1): 41-63. |
[3] | Bewersdorff A., C. Hartmann M. Hornberger, et al. 2025. Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education[J]. Learning and Individual Differences 118: 102601-102601. |
[4] | Halliday M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning[M]. London: Edward Arnold. |
[5] | Han Y. & B. E. Smith. 2023. An ecological perspective on the use of memes for language learning[J]. Language Learning and Technology 27(2):155-175. |
[6] | Kress G. & T. van Leeuwen. 1996. Reading Images: The Grammar of Visual Design[M]. London: Routledge. |
[7] | Kress G. & T. van Leeuwen. 2001. Multimodal Discourse: The Modes and Media of Contemporary Communication[M]. London: Hodder Arnold. |
[8] | Lee Y.-J. 2023. Language learning affordances of Instagram and TikTok[J]. Innovation in Language Learning and Teaching 17(2): 408-423. |
[9] | Pratschke B. M. 2024. Generative AI and Education: Digital Pedagogies, Teaching Innovation and Learning Design[M]. Berlin & London: Springer Nature. |
[10] | Polli C. & M. G. Sindoni. 2024. Multimodal computation or interpretation? Automatic vs. critical understanding of text-image relations in racist memes in English[J]. Discourse Context & Media 57: 100755-100755. |
[11] | Shirahata M., M. Lahti & M. Siitonen. 2023. Language ideologies in a Finnish university student union’s Facebook communication practices[J]. Social Semiotics 35(1): 114-132. |
[12] | Stöckl H. 2020. Linguistic multimodality-multimodal linguistics:A state-of-the-art sketch[A]. In J. Wildfeuer, J. Pflaeging, J. A. Bateman. et al. (eds.). Multimodality: Disciplinary Thoughts and the Challenge of Diversity[C]. Berlin, Boston: De Gruyter. 41-68. |
[13] | Valeiras-Jurado J. & E. Bernad-Mechó. 2022. Modal density and coherence in science dissemination: Orchestrating multimodal ensembles in online ted talks and YouTube science videos[J]. Journal of English for Academic Purposes 58(1): 101118-101118. |
[14] | Westberg G. & G. Kvåle. 2024. The generic uniqueness of ai imagery: A critical approach to DALLE as semiotic technology[J]. Discourse & Society: 1-24. |
[15] | 陈凯泉、 张春雪、 吴玥玥、 等. 2019. 教育人工智能(EAI)中的多模态学习分析、适应性反馈及人机协同[J]. 远程教育杂志 37(5): 24-34. |
[16] | 崔中良. 2024. 通感、具身与意识:人机交互实现的感知基础[J]. 湖北大学学报(哲学社会科学版) 51(2): 143-152. |
[17] | 胡易容、 马翾昂、 尹婧雯. 2024. 意义理论再出发:2023年传播符号学研究前沿综述[J]. 新闻界(1): 59-68. |
[18] | 胡钰. 2020. 正确面对人工智能新闻业的崛起[N]. 中国社会科学报(8-06):A30. |
[19] | 刘海涛. 2024. 从语言数据到语言智能——数智时代对语言研究者的挑战[J]. 中国外语 21(5): 60-66. |
[20] |
梅冰. 2024. 师范生对人工智能赋能外语教学接受度探析[J]. 当代外语研究(2): 89-99.
doi: 10.3969/j.issn.1674-8921.2024.02.008 |
[21] | 欧志刚、 刘玉屏、 覃可、 等. 2024. 人工智能多模态教学资源的生成与评价——基于AIGC在国际中文教育的应用[J]. 现代教育技术 34(9): 37-47. |
[22] |
钱锋、 董毅敏、 张铁明、 等. 2023. 元宇宙多模态、跨模态内容时代的科技出版理论探讨与实践研究[J]. 中国科技期刊研究 34(7): 902-908.
doi: 10.11946/cjstp.202306180449 |
[23] | 王建民、 曹静. 2020. 人类学的多模态转向及其意义[J]. 民族研究(4): 61-73, 139-140. |
[24] | 杨凝. 2022. 国际视野下教育机器人的研究现状与发展趋势——基于对25项系统化文献综述的再综述[J]. 现代教育技术 32(6): 122-126. |
[25] | 袁毓林. 2024. ChatGPT语境下语言学的挑战和出路[J]. 现代外语(4): 1-6. |
[26] | 张敏、 张可、 张东鑫. 2024. 政务社交媒体中公众情感治理:理论框架与实施策略[J]. 情报科学(5):1-21. |
[27] | 赵星植. 2021. 社会符号学的兴起与前景:一个学术史的回顾[J]. 重庆广播电视大学学报 33(5): 3-9. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||