Multimodal discourse analysis and second language research

This chapter examines the contributions of multimodal approaches to discourse analysis in second language research. According to such approaches, communication and learning cannot be understood by reference to language alone. Instead, it is necessary to account for other semiotic modes, noting the way that spoken and written language combine with other modes in texts and interactions, including those such as image, layout, graphics, sound, facial expression, proxemics, and gesture, to name but a few. Multimodal approaches to studying communication and learning play a role in second language research by allowing researchers to better understand (1) target text forms and interactions; (2) texts and interactions that support the learning process. This chapter begins by describing key concepts and terms in multimodal discourse analysis and illustrating how these have been applied in second language research. The chapter then addresses implications for second language learning, teaching, and use by outlining the pedagogy of Digital Multimodal Composing, and the debates surrounding the pedagogy and classroom research into it. Finally, the chapter closes with a call for future research to provide more in-depth understandings of multimodal discourse in second language developmental processes in and out of class. © 2024 selection and editorial matter, Brian Paltridge and Matthew T. Prior; individual chapters, the contributors.