Speaking and Writing Connections in L2: The Roles of Multimodal Teaching and Learning

Abstract

This study aims to review speaking and writing connections in L2 and discusses how multimodality is related to speaking and writing connections. The paper opens with a brief history of speaking and writing connections in the fields of both L1 and L2. Next, some major theoretical approaches related to speaking and writing connections are discussed. Following that, the major literature in the area is presented and discussed with a primary focus on L2 research. Additionally, the influence of speaking and writing modalities on each other, is presented by discussing writing-to-speak and speaking-to-write. Next, multimodal movement and the relationships between multimodality and speaking and writing connections are discussed. This study also investigates how multimodality is applied in speaking and writing connections scholarship. Finally, the future direction and pedagogical implications are provided.

multimodal analysis on a vocational English book and its effect on students’ English proficiency

“…The next is the collection of English textbooks taught by English teachers according to the printed books used This research is descriptive qualitative research that is to describe by giving an interpretive analysis orientation to the text and images in printed books and ELT materials that display verbal language and visual images (Unsworth, 2007). The analytical method used is multimodal analysis through an analysis of the verbal and visual language metafunction components (Hallidayet al, 2014;Kang, 2020), after the texts are grouped first based on their structure following the analytical method (Pagano et al, 2018). In the first stage, the units of text analysis appear in their entirety, followed by classifying the structures contained in the two texts.…”

“…The concept of language metafunction was later developed by (Kang, 2020) into another meaning system, namely in the form of multimodal text. For example, text consisting of text and images.…”

“…Multimodal meaning systems that are formed verbally through writing and visually through pictures can represent various social experiences. (Kang, 2020;Pagano et al, 2018), For example, a printed book image's verbal component may not lead to meaning prejudices, but the visual component maybe the other way around, leading to sexist gender prejudices. The process of analyzing and disclosing the text will reveal multiple meanings, alternatives, ambiguities, metaphors, and others, all of which are discussed based on linguistic analysis to relate the text to the general characteristics of language both verbally and visually (Pagano et al, 2018).…”

Students’ Perception toward English Speaking Motivation during Online Learning System through Multimodal Approach

“…The multimodal approach is believed to be beneficial to English language learners with limited English. It can help them engage in multiple reading and writing activities, in other words, shifting modes from visual to verbal or vice versa help the students to have better understand, appreciate, and interpret the complex concept in English, (Firmansyah, 2018;Julinar, 2019;Lim, 2018) Multimodal movement and the relationships between multimodality and speaking and writing connections are provided in the teaching-learning process, (Kang, 2020). Multimodal interaction technologies, such as computer vision and embodied conversational agents, have recently been investigated for the training and assessment of interpersonal skills by the extracted features, measures of public speaking anxiety and personality, annotations of participants' behaviors, and expert ratings of behavioral aspects and overall performance of the presenters (Sullivan, 2018).…”