| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| Chapter 1 Intr oduction | 第12-17页 |
| 1.1 Background of the Research | 第12-13页 |
| 1.2 Objectives and Significance of the Research | 第13-14页 |
| 1.3 Methodology of the Research | 第14-15页 |
| 1.4 Organization of the Thesis | 第15-17页 |
| Chapter 2 Literatur e Review | 第17-24页 |
| 2.1 Previous Studies on Multimodal Discourse Analysis | 第17-20页 |
| 2.1.1 An Overview of Multimodal Discourse Analysis Abroad | 第17-18页 |
| 2.1.2 An Overview of Multimodal Discourse Analysis at Home | 第18-20页 |
| 2.2 Previous Studies on Multimodal PPT in Foreign Language Teaching | 第20-22页 |
| 2.2.1 An Overview of Multimodal PPT in Foreign Language Teaching Abroad | 第20-21页 |
| 2.2.2 An Overview of Multimodal PPT in Foreign Language Teaching at Home | 第21-22页 |
| 2.3 Summary | 第22-24页 |
| Chapter 3 Theor etical Foundation | 第24-32页 |
| 3.1 Kress and van Leeuwen’ s Visual Grammar | 第24-28页 |
| 3.2 Royce’ s Intersemiotic Complementarity Theory | 第28-30页 |
| 3.3 The Pedagogy of Multiliteracies | 第30-31页 |
| 3.4 Summary | 第31-32页 |
| Chapter 4 Multimodal Features of NHEC PPT Courseware | 第32-43页 |
| 4.1 Use of Visual Modes | 第33-40页 |
| 4.1.1 Use of Image and Text | 第33-35页 |
| 4.1.2 Use of Color | 第35-38页 |
| 4.1.3 Use of Typography | 第38-40页 |
| 4.2 Use of Audio Modes | 第40-42页 |
| 4.2.1 Use of Recordings | 第40-41页 |
| 4.2.2 Use of Videos | 第41-42页 |
| 4.3 Summary | 第42-43页 |
| Chapter 5 Meaning Co-construction of Differ ent Modes in NHCE PPTCourseware | 第43-55页 |
| 5.1 Meaning Realization of Image | 第43-49页 |
| 5.1.1 Narrative Representation of Representational Meaning | 第44-46页 |
| 5.1.2 Attitude of Interactive Meaning | 第46-47页 |
| 5.1.3 Information Value of Compositional Meaning | 第47-49页 |
| 5.2 Meaning Realization of Intersemiotic Relations | 第49-53页 |
| 5.2.1 Ideational Meaning of Image and Text | 第49-51页 |
| 5.2.2 Interpersonal Meaning of Image and Color | 第51-52页 |
| 5.2.3 Textual Meaning of Image and Typography | 第52-53页 |
| 5.3 Summary | 第53-55页 |
| Chapter 6 Implications for Multimodal PPT Courseware Design andCollege English Teaching | 第55-62页 |
| 6.1 Problems of NHCE PPT Courseware | 第55-57页 |
| 6.1.1 Inappropriate Use of Modes | 第55-56页 |
| 6.1.2 Poor Page Layout | 第56-57页 |
| 6.1.3 Redundance in Slides | 第57页 |
| 6.2 Implications for Designing Multimodal PPT Courseware | 第57-59页 |
| 6.2.1 Choosing Modes Properly to Maximize Meaning Construction | 第58页 |
| 6.2.2 Collocating Modes Effectively to Optimize Meaning Construction | 第58-59页 |
| 6.3 Implications for Cultivation of Multiliteracies in College English Teaching | 第59-61页 |
| 6.3.1 Overt Instruction from Teachers | 第60页 |
| 6.3.2 Transformed Practice for Students | 第60-61页 |
| 6.4 Summary | 第61-62页 |
| Chapter 7 Conclusion | 第62-66页 |
| 7.1 Major Findings | 第62-64页 |
| 7.2 Limitations in the Present Study | 第64-65页 |
| 7.3 Suggestions for the Future Study | 第65-66页 |
| Bibliography | 第66-71页 |
| Appendix A | 第71-72页 |
| Appendix B | 第72-74页 |
