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1、ResearchProposal1.Applicant’snameLIUJia2.TitleofproposedresearchprojectMicro?Film?Creation?Art?Theory——?Taking?original?microfilm?"THEMEANINGOFEMOTION"?as?an?example3.SummaryofresearchIntheconditionofpromotingthemediaintegration,thecreationofmicrofilmandaudiencepsychologyare
2、worthyofthehotcontentofresearch.Inthereseach,Iamusingdataanalysismethodandtheinvestigationmethod,selectedfromtheoriginalmicrofilm"THEMEANINGOFEMOTION"asthemainobjectofdiscussion,throughthemicrofilmcreationinnarrativeartandtechniqueofexpressiontoinfluencetheaudience'saestheti
3、c.4.IntroductionMicrofilm"THEMEANINGOFEMOTION"hasbeenthenationalcollegestudentsinnovationandentrepreneurshipprogramfunded,inmanyofthepredecessorsandcolleaguestoparticipateinsupporttocomplete.5.ObjectivesandhypothesestobetestedInthemediaconvergencefromtheperspectiveofmicrofil
4、mcreationshouldpayattentiontonarrativeelementsandtechniqueofexpression,themicrofilmcreationintoinspiringpositivenarrativeelementscanmaketheaudience'spsychologicalconditioninacertainextenttoimprovealot.6.LiteraturereviewOnfilmstudiescourses,studentsareaskedtotreatasobjectsofs
5、tudythesamefilmswhichtheymaymorecommonlyexperienceasentertainment.Toexploretheroleofacademicwritinginthis,anactionresearchprojectwascarriedoutonauniversityfilmstudiescourseusingasystemicfunctionallinguisticsapproach.AtaxonomicfilmanalysiswasanalyseddrawingontheworkofHalliday
6、andMathiessen(2004),Martin(1992)andLemke,(1985,1990),focussingonthreeaspects:thegenreactsperformedintheprocessofanalysingfilm;theconceptualframeworksoffilmstudiesknowledge,or‘thematicformations’(Lemke,1993)drawnonandre-constitutedintheassignment;theparticularwaysthatlanguage
7、isusedtoperformtheseactsandbuildthesethematicformations.ForEAPtoberelevanttofilmstudents,itisproposedthatEAPspecialistsneedtoengagewiththesethreeaspectsoffilmstudy.ThisapplicationofSFLinfilmstudiesEAPisintendedasanillustrationofhowSFLtoolscanbeusedforrelevantEAPprovisionacro
8、sstheHEcurriculum.InBritain,filmstudiescameontheagendainthe1970s,whenitserv
