A Review of Empirical Studies on Multimodal Second Language Classroom Teaching in China —— Based on the Papers Published in 9 Core Chinese Linguistic Journals

Yanling Pi

doi:10.54097/16db3b50

Authors

Yanling Pi

DOI:

https://doi.org/10.54097/16db3b50

Keywords:

multimodal, second language teaching, classroom, empirical studies, review.

Abstract

This study is based on a statistical analysis of 28 empirical research papers on multimodal second language classroom teaching published in 9 core Chinese linguistic journals from 2009 to 2024. Firstly, this study introduces the development of multimodal language teaching and multimodal discourse analysis, which serve as the theoretical basis for multimodal second language classroom teaching. Secondly, it investigates the research status of the following three main themes: multimodal classroom discourse analysis, learners' multimodal cognitive research, and multiliteracies. Thirdly, it analyzes the major problems in current research from the following three dimensions: research subjects, research instruments, and theoretical basis. Finally, it puts forward some suggestions for the development of empirical research on multimodal second language classroom teaching in China from three aspects: (1) Research on multimodal classroom discourse analysis should diversify research subjects and instruments, shift from static analysis to dynamic analysis, and quantify multimodal interrelationships; (2) Research on learners' multimodal cognition should focus on learners' internal cognitive processes, exploring the intrinsic mechanisms of how learners input and output different modal information; (3) Multimodal second language classroom teaching research needs to be broadened by covering more lesson types and deepened by promoting interdisciplinary methodological innovations and integrating cutting-edge science and technology.

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