Author(s)

Yanqing Fang ¹

Affiliation(s)

¹ School of the English Language and Culture, Xiamen University Tan Kah Kee College, Xiamen, Fujian, China

Corresponding Author

Yanqing Fang

ABSTRACT

This paper has examined the combination of multimodal discourse analysis and systemic functional linguistics within English reading and writing classes. By exploring how visual, auditory, and textual elements contribute to meaning, the study underscores the complexity and depth of communication in the classroom. Systemic functional linguistics provides a valuable theoretical framework for educators to understand how language interacts with other semiotic resources. This perspective is especially relevant in contemporary educational environments, where multimodal texts and interactions are becoming more common. The analysis demonstrates that adopting a multimodal approach not only enhances students' understanding of reading and writing tasks but also improves their ability to communicate effectively in various situations. It offers a more comprehensive view of learning, moving beyond traditional text-based methods and highlighting the importance of incorporating different modes of communication into teaching practices. As such, the integration of multimodal discourse analysis and systemic functional linguistics bridges the gap between theory and practice, leading to more engaging and effective English language instruction. The potential for further research and application of this approach in the classroom offers promising opportunities for enhancing students' literacy and communication skills in a world that is increasingly. 

KEYWORDS

Multimodal Discourse Analysis, Systemic Functional Linguistics, English Reading and Writing Classes

CITE THIS PAPER

Yanqing Fang, Multimodal Discourse Analysis of English Reading and Writing Classes from the Perspective of Systemic Functional Linguistics. Curriculum and Teaching Methodology (2025) Vol. 8: 9-20. DOI: http://dx.doi.org/10.23977/curtm.2025.080702.

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