Abstract This paper shows how a linguistic framework describing resources for expressing attitudinal meanings, and its extrapolation to images, informed a multimodal authoring pedagogy designed to extend year five students’ repertoires for evaluative expression. The teachers’ linguistic and visual semiotic knowledge of attitudinal expression and their knowledge and confident use of digital multimodal authoring software were developed through professional learning and collaborative lesson planning with the research team and through modelling of the pedagogy by a professional media artist in the classrooms with the teachers. The emphases were on student enjoyment, building competence and confidence with the authoring tools, extending their repertoires for multimodal expression of attitude, and concomitantly establishing their knowledge of a metalanguage describing types of attitudinal meaning. Students’ digitally created comics dealing with ethical dilemmas demonstrate their use of sophisticated evaluative language and of visual techniques such facial expression, gesture and focalization. The students’ declarative knowledge of resources for expressing attitude was demonstrated in interviews through their prompt exemplifying responses and their use of metalanguage describing different categories of attitude. Pre- and post-test results also showed their expanded knowledge of nuanced expressions of attitude and their ability to identify different types of attitude in text examples.

中文翻译：

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数字多模态作文中态度与情感的英语教学

摘要 本文展示了描述表达态度意义的资源的语言框架及其对图像的外推，如何为旨在扩展五年级学生评价表达能力的多模态创作教学法提供信息。教师在态度表达方面的语言和视觉符号学知识以及他们对数字多模态创作软件的知识和自信使用是通过专业学习和与研究团队的协作课程计划以及由专业媒体艺术家在课堂上对教学法进行建模而开发的。老师们。重点是学生的享受，使用创作工具建立能力和信心，扩展他们的曲目以多模态表达态度，并同时建立他们对描述态度意义类型的元语言的知识。学生以数字方式创作的处理道德困境的漫画展示了他们使用复杂的评价语言和视觉技术，如面部表情、手势和聚焦。学生对表达态度的资源的陈述性知识在访谈中通过他们迅速的例证反应和他们使用描述不同态度类别的元语言来证明。测试前和测试后的结果还显示了他们对细微态度表达的扩展知识以及他们在文本示例中识别不同类型态度的能力。学生以数字方式创作的处理道德困境的漫画展示了他们使用复杂的评价语言和视觉技术，如面部表情、手势和聚焦。学生对表达态度的资源的陈述性知识在访谈中通过他们迅速的例证反应和他们使用描述不同态度类别的元语言来证明。测试前和测试后的结果还显示了他们对细微态度表达的扩展知识以及他们在文本示例中识别不同类型态度的能力。学生以数字方式创作的处理道德困境的漫画展示了他们使用复杂的评价语言和视觉技术，如面部表情、手势和聚焦。学生对表达态度的资源的陈述性知识在访谈中通过他们迅速的例证反应和他们使用描述不同态度类别的元语言来证明。测试前和测试后的结果还显示了他们对细微态度表达的扩展知识以及他们在文本示例中识别不同类型态度的能力。学生对表达态度的资源的陈述性知识在访谈中通过他们迅速的例证反应和他们使用描述不同态度类别的元语言来证明。测试前和测试后的结果还显示了他们对细微态度表达的扩展知识以及识别文本示例中不同类型态度的能力。学生对表达态度的资源的陈述性知识在访谈中通过他们迅速的例证反应和他们使用描述不同态度类别的元语言来证明。测试前和测试后的结果还显示了他们对细微态度表达的扩展知识以及他们在文本示例中识别不同类型态度的能力。