多模态话语分析视角下抖音英语教学博主提问策略研究

Study on Questioning Strategies of TikTok English Teaching Bloggers from the Perspective of Multimodal Discourse Analysis

摘要: 本研究旨在从多模态话语分析视角，探究抖音英语教学博主提问策略的运用规律。研究采用目的性抽样法选取12个高互动性英语教学视频，运用ELAN软件进行多模态标注与分析，构建“言语–动觉–视觉–听觉”四维分析框架。结果显示，提问策略以言语模态为核心，动觉、视觉、听觉模态协同作用；各模态功能配置差异化，言语模态中特殊疑问句和引导性提问占主导，动觉模态侧重微笑鼓励与强调手势，视觉和听觉模态以特效、背景音乐为辅助；多模态通过“语言–动作”互文等协同机制提升教学互动性与知识传递效率。研究为短视频英语教学博主优化内容设计提供了实践参考，丰富了多模态话语分析在数字教育领域的应用。

Abstract: This study aims to explore the application rules of questioning strategies among TikTok English teaching bloggers from the perspective of multimodal discourse analysis. A purposive sampling method was used to select 12 highly interactive English teaching videos, and ELAN software was employed for multimodal annotation and analysis, constructing a four-dimensional analytical framework of “verbal-kinesthetic-visual-auditory”. The results show that the questioning strategies are centered on the verbal modality, with the kinesthetic, visual, and auditory modalities acting in synergy. Each modality has differentiated functional configurations: in the verbal modality, special interrogative sentences and guiding questions dominate; in the kinesthetic modality, emphasis is placed on smiling encouragement and emphasizing gestures; in the visual and auditory modalities, special effects and background music serve as auxiliary elements. Multimodality enhances teaching interactivity and knowledge transmission efficiency through collaborative mechanisms such as “language-action” intertextuality. This study provides practical references for short-video English teaching bloggers to optimize content design and enriches the application of multimodal discourse analysis in the field of digital education.