Multimodality-based Model in the class of foreign language

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This paper applies Kress' theory of multimodality in social semiotic to facilitate vocabulary acquisition and text building in classroom. It designs a classroom activity wherein Japanese University students of Spanish as a foreign language built a hypertext aiming to do research about several topics and enlarge vocabulary. Additionally, based on the classroom activity, it established the Multimodality-based Model in the classroom of Spanish as a foreign language and briefly investigate and analyze the responding of students. Finally, the paper summarizes the merit and limit of this activity and concludes that the approach of multimodality can make students become aware of available resources for conveying meanings. This paper relates multimodality to hypertext, which can well combine their advantages, i.e. the hypertext can link many kinds of media and is more suitable for conveying meanings and feelings.

Original languageEnglish
Title of host publicationProc. Int. Conf. on Computers in Education 2005
Subtitle of host publication"Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences"- Sharing Research Results and Exemplary Innovations, ICCE
Number of pages4
Publication statusPublished - 2005 Dec 1
Event13th International Conference on Computers in Education, ICCE 2005 - Singapore, Singapore
Duration: 2005 Nov 282005 Dec 2


Other13th International Conference on Computers in Education, ICCE 2005


  • Foreign language
  • Meaning design
  • Multimodality
  • Vocabulary

ASJC Scopus subject areas

  • Management of Technology and Innovation
  • Education


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