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An Exploration of the Application of Multimodal Discourse Analysis in English Reading Comprehension

Author(s)

Mao Mao

Affiliation(s)

Anhui Vocational College of Art, Hefei, Anhui, China

Abstract

In contemporary English reading instruction, textual materials typically exhibit multimodal characteristics-visual elements such as images, charts, and layout designs collaborate with linguistic content to construct meaning. However, traditional reading teaching has long centered on linguistic modalities while neglecting the synergistic relationships between different modalities. Grounded in systemic functional linguistics and visual grammar theory, this study explores application pathways for multimodal discourse analysis in English reading comprehension education. The paper first outlines core concepts and theoretical frameworks of multimodal discourse analysis, then develops a comprehension model for multimodal English reading and proposes instructional strategies for three phases: pre-reading, during-reading, and post-reading. This paper introduces a case study of picture book reading for college students and a case analysis of public service advertisements. Research demonstrates that multimodal reading strategies enhance learners' ability to interpret text-image interactions and integrate cross-modal information, while fostering critical multimodal literacy. The paper further discusses practical challenges in implementation and potential solutions.

Keywords

Multimodal Discourse Analysis; English Reading Comprehension; Visual Grammar; Text-Image Relationship; Teaching Strategies

References

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