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communication can be conducted not only through language, but also through senses.” Forceville (2009) associated modality with the five senses of human beings and divided it into five modalities: auditory modality, visual modality, tactile modality, olfactory modality, and gustatory modality, and proposed that “modality is a system that invokes multiple senses to illustrate meaning.” According to Gu Yueguo (2007), a domestic scholar, “Modality is a form of communication between humans and the outside world using their senses. Based on these descriptions, it can be concluded that modality refers to the use of symbolic resources to interchange and transmit meaning.  

2.2 Relevant Studies on Multimodal Teaching

In this section, the domestic and international studies on multimodal theory will be summarized in order to support the research.

2.2.1 Relevant Studies on the Effect of Applying Multimodal Theory to English Teaching Abroad and at Home

The researches on language have a long length of history, but multimodal theory has been incorporated into the research field for only over 20 years. Since the 1990s, multimodal theory has emphasized that language is a social symbol, and many researches have found that not only linguistic symbols but also nonlinguistic symbols can convey meaning. These nonverbal symbols can interact with one another and exist independently of one another. The core of traditional discourse analysis is language, while multimodal theory breaks this limitation and has a deeper and broader interpretation. The concept of multimodal theory was first put forward by Western academics in the late 20th century. The New Landon Group (1996) first proposed the term “multimodality”, which requires English teaching to break through a single and standard language ability, thereby cultivating learners’ multiple reading abilities, and it has sparked plenty of multimodal teaching researches around the field of teaching. 

It is important to note that scholars in Western nations are becoming interested in the guiding function that multimodal teaching theory plays in language instruction. Kress and Van Leeuwen, who examined multimodal classroom teaching approaches at the end of the 20th century, emphasized the use of nonverbal symbols like images and gestures in classroom instruction. They concluded that images play an important role in teaching. Among them, they paid more attention to the speech expression method, the combination of image and text expression method, the image display method, and the painting display method. Foreign researchers have explored the use of technology, multimedia, and symbol modalities to assist language teaching. Experiments have shown that implementing multimodal teaching theory in the classroom can improve effectiveness. 

Chapter 3 Methodology ................................ 18

3.1 Research Questions..................................... 18

3.2 Research Subjects ................................... 18

3.3 Research Instruments ......................... 19

Chapter 4 Results and Discussion ......................................... 28

4.1 Results and Analysis of Questionnaires ................................... 28

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