Application of Multimodal Discourse Analysis in Intercultural Communication Teaching

Fangpeng GAI


Multimodal discourse analysis as a term flourished in 1990s in western countries (Zhu Yongsheng, 2007) and in the following years, multimodal approach has been hotly discussed especially in the field of foreign language teaching. In recent years, Chinese scholars also have begun to pay attention to it and put it into teaching practice, but mostly focus on how to make use of this new approach in reading class. This paper discusses the importance and great significance of multimodality in intercultural communication. After the analysis of the current teaching situation, the author suggests methods to strengthen the function of multimodality in intercultural communication teaching in order to improve college students’ intercultural communication competence.


Multimodality; Intercultural communication; College English teaching


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