| ABSTRACT | 第4-5页 |
| 摘要 | 第6-9页 |
| 1 INTRODUCTION | 第9-12页 |
| 1.1 Background of the Study | 第9-10页 |
| 1.2 Objectives and Significance of the Study | 第10-11页 |
| 1.3 Structure of the Thesis | 第11-12页 |
| 2 LITERATURE REVIEW | 第12-21页 |
| 2.1 From Literacy to Multiliteracies | 第12-14页 |
| 2.2 Previous Studies of Multiliteracies | 第14-19页 |
| 2.2.1 Studies abroad | 第14-16页 |
| 2.2.2 Studies in China | 第16-19页 |
| 2.3 Summary | 第19-21页 |
| 3 THEORETICAL FRAMEWORK | 第21-31页 |
| 3.1 The Source of Multiliteracies | 第21页 |
| 3.1.1 The formation of the New London Group | 第21页 |
| 3.1.2 The New London Group and multiliteracies | 第21页 |
| 3.2 Halliday's Language as Social Semiotic Theory | 第21-22页 |
| 3.3 The Theory of Multiliteracies | 第22-25页 |
| 3.3.1 The concept of "Design" | 第22-23页 |
| 3.3.2 Multimodal classroom design elements | 第23-25页 |
| 3.4 Multiliteracies Pedagogy | 第25-29页 |
| 3.4.1 Multiliteracies pedagogy | 第25-26页 |
| 3.4.2 Four processes in multiliteracies pedagogy | 第26-29页 |
| 3.5 Abilities Multiliterate Learners Need | 第29-31页 |
| 4 MULTIMODAL RESOURCES IN MODERN DISCOURSES | 第31-38页 |
| 4.1 Multimodal Resources | 第31-33页 |
| 4.1.1 Typography | 第31-32页 |
| 4.1.2 Graph | 第32页 |
| 4.1.3 Images | 第32页 |
| 4.1.4 Genre | 第32-33页 |
| 4.2 Necessities of Cultivating Multiliteracy in English Reading Teaching | 第33-35页 |
| 4.2.1 Meeting the needs of social development | 第33-34页 |
| 4.2.2 Meeting the needs of comprehending discourse adequately | 第34页 |
| 4.2.3 Meeting the needs of cultivating interest in reading | 第34-35页 |
| 4.2.4 Meeting the needs of achieving the goal of quality education and CollegeEnglish Curriculum Reform | 第35页 |
| 4.3 Significance of Integrating Multiliteracies in Teaching | 第35-37页 |
| 4.3.1 Situated practice ensures meaningful learning practices within a communityof learners | 第36页 |
| 4.3.2 Overt instruction introduces different modes of meaning to learners | 第36-37页 |
| 4.3.3 Critical framing encourages learners to create meanings | 第37页 |
| 4.3.4 Transformed practice engages learners to apply learned lessons in realproblem solving | 第37页 |
| 4.4 Summary | 第37-38页 |
| 5 STRATEGIES FOR CULTIVATING MULTILITERACIES IN ENGLISH READINGT EACHING | 第38-53页 |
| 5.1 Goals of English Reading Teaching | 第38-39页 |
| 5.2 Problems Existing in Current Teaching of Reading | 第39页 |
| 5.3 Strategies for Cultivating Multiliteracies | 第39-49页 |
| 5.3.1 From the perspective of teaching implementation | 第40-42页 |
| 5.3.2 From the Perspective of Teaching Assessments | 第42-45页 |
| 5.3.3 How to assess | 第45-49页 |
| 5.4 A Case Study on Cultivating Learners' Ability of Multiliteracies in English ReadingClass | 第49-52页 |
| 5.4.1 Lead-in step makes learners immerse in the situated practice | 第50页 |
| 5.4.2 Presentation step makes learners under teacher's overt instruction | 第50-51页 |
| 5.4.3 Consolidation step makes learners develop creative and critical thinkinghabit | 第51页 |
| 5.4.4 Multimodal assignment makes learners develop abilities of constructingmultimodal discourse | 第51页 |
| 5.4.5 Formative assessment makes learners develop better sense of achievement435.5 Summary | 第51-52页 |
| 5.5 Summary | 第52-53页 |
| 6 CONCLUSION | 第53-57页 |
| 6.1 Main Findings of This Research | 第53-54页 |
| 6.2 Implications for the Reform of College English | 第54-55页 |
| 6.3 Limitations of the Research and Suggestions for Further Studies | 第55-57页 |
| REFERENCES | 第57-60页 |
| APPENDIX | 第60-62页 |
| ACKNOWLEDGEMENTS | 第62页 |
