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1.1

内容提要
1.2

前　言
1.3

目录
1.4

Chapter 1　Introduction
1.4.1

1.1　Research motivation
1.4.2

1.2　Research rationale
1.4.2.1

1.2.1　Discourse coherence and genre
1.4.2.2

1.2.2　Discourse coherence in multimodal sense
1.4.2.3

1.2.3　Discourse coherence as a holistic，multi-laye...
1.4.2.4

1.2.4　Verbal mode vs.visual mode
1.4.3

1.3　Aims and research questions
1.4.4

1.4　English learning advertisements in China
1.4.4.1

1.4.1　The reason for using the English learning ad...
1.4.4.2

1.4.2　The profit-making English language schools i...
1.4.4.3

1.4.3　The material features of the English learnin...
1.4.5

1.5　Organization of the book
1.5

Chapter 2　Literature Review
1.5.1

2.1　Coherence
1.5.1.1

2.1.1　Definitions of coherence and cohesion
1.5.1.2

2.1.2　External factors of coherence
1.5.1.3

2.1.3　Global coherence
1.5.1.4

2.1.4　Local coherence
1.5.1.5

2.1.5　Cohesive devices
1.5.2

2.2　Multimodality
1.5.2.1

2.2.1　Key tenets of multimodal discourse analysis
1.5.2.2

2.2.2　Works on theorizations of inter-semiotic rel...
1.5.2.3

2.2.3　Frameworks of visual-verbal relations
1.5.2.4

2.2.4　Multimodal discourse analysis based on speci...
1.5.2.5

2.2.5　Research on multimodality in China
1.5.3

2.3　Summary
1.6

Chapter 3　Research Design
1.6.1

3.1　Analytical framework of coherence construction...
1.6.1.1

3.1.1　Global coherence，local coherence and surface...
1.6.1.2

3.1.2　From linguistic to multimodal：extension and ...
1.6.1.3

3.1.3　A three-level framework of coherence constru...
1.6.2

3.2　Data
1.6.2.1

3.2.1　Collection of the data
1.6.2.2

3.2.2　Description of the data
1.6.3

3.3　Research framework
1.6.4

3.4　Research methods
1.6.4.1

3.4.1　Textual analysis
1.6.4.2

3.4.2　Empirical studies
1.7

Chapter 4　GIobaI Coherence in the EngIish Learning...
1.7.1

4.1　A working definition and model of global coher...
1.7.2

4.2　Identifying topics and points of various level...
1.7.2.1

4.2.1　Identifying Topics in the English learning a...
1.7.2.2

4.2.2　Identifying macro-Points and hyper-Points in...
1.7.3

4.3　Patterns of global coherence across the stages...
1.7.3.1

4.3.1　Reader attraction
1.7.3.2

4.3.2　Corporate profile
1.7.3.3

4.3.3　Statements of competitiveness
1.7.3.4

4.3.4　Course information
1.7.3.5

4.3.5　Testimonial
1.7.3.6

4.3.6　Call for action
1.7.3.7

4.3.7　Summary
1.7.4

4.4　Conclusion of this chapter
1.8

Chapter 5　LocaI Coherence in the EngIish Learning ...
1.8.1

5.1　Working definition and principle of local cohe...
1.8.1.1

5.1.1　Limitations of existing research on visual-v...
1.8.1.2

5.1.2　A Working principle of local coherence in th...
1.8.2

5.2　Local coherence patterns and the differentiati...
1.8.3

5.3　Analysis of local coherence patterns across th...
1.8.3.1

5.3.1　Reader Attraction：a model of local coherence...
1.8.3.2

5.3.2　Corporate Profile and Testimonial
1.8.3.3

5.3.3　The“learning method”phase in the Statements ...
1.8.3.4

5.3.4　Course Information
1.8.3.5

5.3.5　Summary
1.8.4

5.4　Conclusion of this chapter
1.9

Chapter 6　Surface Cohesion in the EngIish Learning...
1.9.1

6.1　A working definition of surface cohesion in mu...
1.9.2

6.2　A working framework of surface cohesion in com...
1.9.2.1

6.2.1　Existing frameworks on layout analysis
1.9.2.2

6.2.2　Evaluation of the existing frameworks
1.9.2.3

6.2.3　A working framework of the analysis of cohes...
1.9.3

6.3　Semiotic analysis of surface cohesion in the E...
1.9.3.1

6.3.1　Layout structure
1.9.3.2

6.3.2　Visual salience
1.9.4

6.4　Conclusion of this chapter
1.10

Chapter 7　Reader Reaction to the Coherence Resourc...
1.10.1

7.1　Eye-tracking experiment on the coherence const...
1.10.1.1

7.1.1　Introduction of the experiment equipment and...
1.10.1.2

7.1.2　Research methodology
1.10.1.3

7.1.3　General patterns of the eye movement data
1.10.1.4

7.1.4　Results concerning the three levels of coher...
1.10.1.5

7.1.5　General discussion
1.10.2

7.2　The memory recognition test
1.10.2.1

7.2.1　Research methodology
1.10.2.2

7.2.2　Hypotheses
1.10.2.3

7.2.3　Results
1.10.2.4

7.2.4　Summary
1.10.3

7.3　The evaluation investigation
1.10.3.1

7.3.1　Research methodology
1.10.3.2

7.3.2　Predictions
1.10.3.3

7.3.3　Results and discussion
1.10.4

7.4　General discussion and conclusion
1.11

Chapter 8　ConcIusion
1.11.1

8.1　Summary of research outcomes
1.11.1.1

8.1.1　Genre features of the English learning adver...
1.11.1.2

8.1.2　Analytical framework for coherence construct...
1.11.1.3

8.1.3　Textual analysis：global coherence，local cohe...
1.11.1.4

8.1.4　Empirical studies on reader reaction
1.11.2

8.2　Implications and contributions
1.11.2.1

8.2.1　Implications for genre studies
1.11.2.2

8.2.2　Implications for the analytical tools for mu...
1.11.2.3

8.2.3　Implications for methodology：combining textu...
1.11.2.4

8.2.4　Implications for document designers
1.11.2.5

8.2.5　Implications for educationists in English
1.11.3

8.3　Limitations and future directions
1.12

References
1.13

Index

1.4.4 1.4　English learning advertisements in China

1.4　English learning advertisements in China

In the following，the reasons for using the English learning advertisements as data in this book will be explained in Section 1.4.1，followed by an introduction of the social context in which the English learning advertisements are produced and used（Section 1.4.2）.A general description of the material attributes of the English learning advertisements will be given in Section 1.4.3.