# The Construction and Empirical Research of College English Multimodal Teaching from the Perspective of New Media

Authors: Shuting Cao; Rui Chen; Haiyuan Liu; Ruolin Shi
Journal: Mobile Information Systems
 (2022)

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## Abstract

In order to analyze the multimodal discourse in college English teaching, this paper proposes a multimodal discourse method for college English teaching based on the new media context. The basic structure of the questionnaire is analyzed from four dimensions; secondly, students are selected as the survey samples to understand the students’ true feelings about English subjects and teachers’ teaching, and the questionnaires are analyzed according to the three dimensions of the student’s questionnaire structure. Supported by the theory of “complex dynamic development” and “second language motivational self-system,” case tracking of three English majors was carried out. Data analysis shows that under the condition of multimodal language input, the learning motivation of individual learners in the second language classroom presents a relatively stable dynamic development trend, as well as nonlinear dynamic development characteristics in a specific period. College English teaching has been improved by the method raised in this research.


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## Body

## 1. Introduction

With the development of information technology, great changes have taken place in the way people live and learn. Particularly, the development of modern educational technology represented by multimedia technology changed the way students learn so that students’ learning status changed from passive to active; learners can choose their own learning methods and learning content using information technology. Multimedia is a carrier of information storage and transmission that integrates various media forms; it includes various media information such as image, text, video, sound, and so on. In the process of learning, students can use multimedia technology to receive information and acquire more and wider knowledge, as shown in Figure1. Therefore, multimedia technology has been widely used in the teaching of various subjects [1]. In college English teaching, how to improve teaching efficiency through multimedia technology, improving the teaching effect brings new challenges to the research on the teaching mode, teaching process, and teaching evaluation of this course. In the era of new media, various media influence the thoughts and behaviors of college students extensively and deeply, facing the status quo of the absence of media literacy education in higher education, and aiming at the multimodal characteristics of information representation in the new media era.Figure 1
Design model of multimedia technology-assisted teaching.


## 2. Literature Review

In the 1990s, Western researchers put forward the theory of multimodal discourse analysis, that in addition to language communicative competence, other symbolic resources (e.g., images, videos, animations, etc.) and means also have the function of realizing communication. Based on the theory of multimodal discourse analysis, many experts and scholars put forward a multimodal teaching model. Multimodal teaching mode refers to the embedding of voice, image, text, and other media into English teaching, which makes English learning get rid of the traditional blackboard writing and note-taking mode; it is a comprehensive application related to modern teaching equipment and computer network. This model can not only mobilize the atmosphere of teachers and students in the classroom, but also stimulate students’ enthusiasm for vocabulary learning by stimulating their senses, such as sight and hearing, and arouse interest in further learning English vocabulary, thus helping to deepen their memory of vocabulary and improve the practical application ability of language so that learners can understand and master the content to be learned in a relaxed environment. In view of this, taking multimodal theory as the theoretical basis of research, on this basis, the multimodal teaching mode is introduced into the English vocabulary teaching in senior high schools, exploring its effect on college English vocabulary teaching has become a topic of great research value.Vocabulary teaching activities were carried out smoothly. Zou and Huang’s research analyzes two theories of the impact on college English vocabulary teaching: semantics and pragmatics [2]. Pan and Zhang investigated the role of corpus in English vocabulary teaching and proposed to establish the concept of word frequency to help learners better acquire vocabulary, conducive to the improvement of their vocabulary use ability [3]. Pealver and Urbieta analyzed the methods of English vocabulary teaching from three different perspectives: lexicology, stylistics, and pragmatics [4]. Kawa analyzed the importance of context in English vocabulary teaching, and at this level, combined with the research and development trend of English vocabulary teaching, providing suggestions for the development of English vocabulary teaching [5]. Belgrimet and Rabab’Ah analyzed the relationship between the number of collocation misuses and vocabulary acquisition strategies; research shows that in classroom teaching, using effective strategies for teaching can help improve the level of learners’ vocabulary collocation [6]. Djatmika et al. studied the synergy between multimodalities in the second language teaching model and the complementarity of different symbols in multimodal discourse; they believe that within a text, discourse, language, and visual modalities are mutually complementary relationships, and the complementarity is achieved through linguistic and visual modalities of various modalities [7]. Purwaningtyas, based on constructing a multimodal theory, expand the application scope of multimodal discourse analysis to teaching discourse and teaching practice; the applicable object of this theory is increased [8]. Luca introduced the research method of multimodal discourse in detail, including picture display method, language description method, image, and text combination method, drawing method, and so on, in-depth discussion on the application of multimedia and network information technology in the field of language teaching, and discussed a variety of symbolic forms to assist language teaching methods [9]. Tandiana et al. studied the allocation of multimodal and interactive resources in the use of interactive whiteboards by teachers and discussed the principles of design and use of interactive whiteboards in teaching; the application and interrelationship of modern media technology in multimodal teaching is analyzed [10]. Hakoköngäs et al. studied the effects of multimodality on second language learners; the study shows that multimodal combined teaching can help learners learn languages better; on this basis, the principles of multimodal curriculum design and the method of computer-assisted teaching are constructed [11].Based on current research, combining the core concepts of foreign media literacy education with the theory of multimodal discourse analysis, construct a multidimensional analysis framework of flat multimodal media discourse in the teaching of media literacy in college English courses. The author’s research explores the multimodal discourse analysis approach of media literacy education and provides a reference for peer researchers to conduct in-depth research.


## 3. An Empirical Study of Multimodal Discourse Analysis in College English Teaching in the Context of New Media

### 3.1. New Media Context

In recent years, the term “new media context” is increasingly used by researchers; with the help of any search engine, you can see many papers on related topics, for example, “information dissemination in the context of new media,” “TV program innovation in the context of new media,” “broadcasting Countermeasures in the New Media Context,” “Film Marketing in the New Media Context,” “Brand Communication in the New Media Context,” “Advertising Communication Strategies in the New Media Context,” “Crisis Communication and Coping Strategies in the New Media Context,” and so on. However, upon closer inspection, it is not difficult to find that most of these studies generally equate the word “context” with “background,” “era,” and “environment”; however, the “context,” especially the “new media context,” is not necessarily defined. From the point of view of academic research, this cannot but be said to be a pity. The word “context” comes from the Greek “Contextre,” which is “Context” in English, which means “interwoven” [12]. “Context” is a linguistic concept that refers to the interweaving of various words; emphasis is on the meaning of a word or sentence, which is determined by the segment or dialogue in which it exists.


#### 3.1.1. The Results and Analysis of College English Teaching in the Context of New Media

(1)
The questionnaire survey on students’ understanding of English multimodal teaching and classroom participation shows the following:(a)
The application of multimodal teaching methods in English classrooms still needs to be improved. More than 70% of the students in 3 classes were satisfied or very satisfied with the teachers’ use of visual modal teaching methods in the classroom; 69% of the students expressed uncertainty or dissatisfaction with the use of auditory modality and other modal means in the teacher’s teaching [13].(b)
Students’ understanding of English multimodal teaching is not comprehensive enough. More than 50% of students believe that multimodal teaching is visual modal teaching, that is, the use of PPT teaching courseware in the classroom. Only 20% of students understand multimodal teaching. In addition to teaching using visual modalities, other modalities are also used in combination.(2)
Investigation on the relationship between teachers’ classroom multimodal teaching and students’ English learning enthusiasm is carried out.Through questionnaire survey and face-to-face interviews, it is found that teachers’ flexible use of multimodal teaching has an important impact on students’ learning enthusiasm [14]. 82% of students said they liked the colorful teaching methods in the classroom. More than 37% of students expect teachers to provide more interactive opportunities in the classroom, such as group discussions, role-playing, and so on.


#### 3.1.2. Problems and Countermeasures in College English Teaching Practice in the Context of New Media

Multimodal college English classroom teaching requires teachers to constantly update their educational concepts, using new teaching theories to guide classroom teaching:(1)
Combined with situational teaching, making full use of multimodality to mobilize students’ enthusiasm in classroom teaching should be combined with specific situations to mobilize the enthusiasm of students [15]. Teachers should make full use of new media resources in the classroom and comprehensively use PPT courseware with video and audio; at the same time, they should pay attention to the use of auditory modalities such as oral expression, speed of speech, and intonation, as well as the teacher’s body language; the use of tactile modalities such as facial expressions and other modalities provides students with a rich learning environment and enhances their interest in learning.(2)
Promote personalized learning and guide students correctly. Actively guide students in their spare time according to their own interests, with the help of computers, mobile phones, campus networks, electronic reading rooms, MP5, and other media for training and learning, as a supplement to multimodal teaching [16]. The new media resources are vast, and the learning form of online life allows students to broaden their horizons, but in the face of so much information, students will inevitably be confused. Teachers should help students in time and guide them to use navigation methods to avoid time-consuming and low-efficiency situations.(3)
Carry out diversified teaching evaluation and adjust multimodal teaching methods in time. Classroom multimedia teaching, as well as audiovisual channels such as mobile phones, computers, and online classes that students use after class, provides more choices for foreign language teaching evaluation methods. Teachers should, based on student feedback and assessment results, timely adjust multimodal teaching methods to achieve better teaching effect [17].


### 3.2. Multimodality

Kress and van Leeuwen define multimodality as all channels and mediums involved in communication; in addition to traditional language symbols, it also includes notation systems for colors, images, music, technology, and more. Multimodal discourse refers to the use of multiple sensory systems, such as hearing, sight, touch, and so on, through language communication, the phenomenon of using image symbols, sound symbols, action symbols, and other means to communicate. In the process of communication, communication can not only be achieved through language, it can also be achieved through various methods such as speech speed, intonation, tone and other sound aspects, body movements, expressions, and other physical aspects. Therefore, communication is not only carried out through a single sense, but using multiple senses at the same time.


#### 3.2.1. Multimodal Theory

In the 1990s, a new theory, multimodal theory, emerged in Western countries, also called multimodal discourse analysis theory; although its research history at home and abroad is only more than 20 years, theoretical research and practical research on multimodal theory go hand in hand; a lot of research results have been obtained. “Multimodality” has attracted the attention of linguists. In recent years, scholars have paid more and more attention to this new theory; it has become a term widely used by linguists and scholars at home and abroad. It is also based on functional grammar theory, including more nonverbal factors such as body movements, sounds, images, and so on into the research scope; several studies have been carried out on the relationship between modalities and media. Published papers and books complete the theory of multimodal discourse analysis, providing research methods and theoretical basis for the study of multimodal discourse analysis theory. A framework for multimodal discourse analysis, based on analyzing the theory of multimodal discourse analysis, through the interpretation and analysis of the theoretical framework of systemic functional linguistics, is proposed [18]. The diagram vividly shows the logical relationship of the various elements in the theory. Under the framework of multimodal discourse analysis theory, there are five levels:(1)
Cultural level: it includes two parts, one is the potential of choice of discourse mode, and the other is ideology. This level is the key level of the multimodal synthesis theoretical framework.(2)
Context level: interpersonal communication is affected by contextual factors, which include discourse category, discourse tone, and discourse form.(3)
Meaning level: it expresses what kind of meaning people say words have, which can express different meanings in different occasions, and is restricted by the contextual environment in the context level.(4)
Form level: it includes form and relationship, and the form mainly includes language, image perception, sound perception, and feeling; the relationship is complementary and noncomplementary. “Each modality has its own formal system.” The meaning level and the formal level are collectively referred to as the content level.(5)
Expression level: the main introduction media is expressed by language and nonlanguage. Among them, language includes accompanying language and pure language; nonlanguage includes body language and nonbody language.


#### 3.2.2. Multimodal Discourse Analysis

Multimodal discourse analysis is a discourse analysis method that emerged in the 1990s, and its emergence is closely related to the diversification of meaning representation in the new media era. The so-called multimodality (multimodality) refers to the design of symbolic products or events, the use of multiple symbolic modalities, and how they can be integrated. The symbol mode mentioned above not only refers to traditional language symbols, also including nonverbal symbols such as images, animations, colors, movements, sounds, layouts, and so on. There are three orientations of multimodal discourse analysis methods: the sociosemiotic approach, the systems functional linguistics approach, and the interactive sociology approach. Among them, the social semiotics orientation is based on Hodge and Kress’s social semiotics theory. Hodge and Kress believe that there is a “motivation” relationship between the signifier and the user of the sign; the generation of motivation is closely related to people’s social environment, and other symbol systems outside the language system can also construct meaning. Therefore, the generation and understanding of any symbolic meaning cannot be separated from other symbolic systems; the meaning of the text must be interpreted within a broader context established by various sign systems. Based on this, scholars have conducted research on various modal and multimodal texts such as images, music, movements, film and television works, space design, children’s picture books, and classroom teaching. Multimodal discourse analysis theories and methods were introduced in the early 2000s; since then, scholars have mainly carried out research from two aspects: theoretical development and discourse analysis practice. In recent years, scholars have begun to pay attention to the teaching of multiple reading and writing related to the theory of multimodal discourse analysis, from the construction of the learning model for the cultivation of multiple reading and writing skills, the teaching of multiple reading and writing, research on the impact of college students’ reading comprehension, multicultural literacy, and critical literacy [19]. However, there is still a lack of research on media literacy teaching based on multimodal discourse analysis theory.


#### 3.2.3. The Importance of Multimodal Discourse Analysis in College English Teaching

(1)
New requirements for cultivating compound talents for the society: since the 1990s, the reform of college English teaching is in full swing, and a variety of teaching modes emerge in an endless stream, such as task-based teaching mode, situational teaching mode, and so on. Although each of the above teaching modes has its own advantages, most of them only emphasize the reading and writing of the language and ignore other modalities; it has not achieved close integration with modern educational technology; therefore, it cannot really meet the new requirements of the current society for cultivating compound talents. With the rapid development of information technology and the mutual penetration of global cultures, college English teaching can no longer be limited to the traditional practice of relying on language to express meaning; instead, the teaching mode should be transformed from single modal to multimodal; this requires teachers to comprehensively use new multimodal expressions such as sounds, actions, and pictures in actual teaching to stimulate students’ interest in learning, build a more reasonable information exchange mode, and complete dynamic communication activities with students in specific situations; in this way, compound talents with comprehensive application ability in English are gradually cultivated.(2)
An effective supplement to the main mode of classroom teaching discourse: language has been an important research field in academia for a long time; similarly, the language of teachers and students in English classroom teaching is also the focus of classroom discourse research [20]. However, in today’s booming digital multimedia, the dominant role played by a single language modality is gradually diminishing. On the contrary, other complex and diverse communicative modalities, to varying degrees, auxiliary language modalities complete the meaning construction of English classroom discourse and promote its development to a deeper level of semiotics [21]. In English classroom teaching, teachers can complete classroom tasks through the comprehensive use of multiple modalities; for example, in basic word explanation, spoken language and text are the main modalities for realizing the meaning of the utterance, but it fails to provide students with vivid visual information related to words or example sentences; moreover, this single-modal teaching mode can easily lead to students’ dislike of learning, but if teachers can skillfully combine other multimodal forms in the process of explaining words, such as PPT picture display, video clip playback, and so on, with language mode; then, students can directly feel the fun of word learning, and their impression and understanding of words will naturally be effectively strengthened; this fully reflects the positive role of the main mode of multimodal collaborative classroom discourse.


#### 3.2.4. Multimodal Interactive College English Teaching Mode

In today’s vigorous advocacy of multimodal teaching concepts and flipped classroom teaching methods, the multimodal interactive college English teaching mode has become an important development direction. Multimodal interaction in teaching mode refers to the interaction between teachers and students in classrooms, extracurricular activities, and online learning environments make full use of visual, auditory, tactile, and other senses to carry out English interactive activities between students, teachers, students, and human and machine. The purpose of this model is to allow students to complete different learning tasks using multiple senses under the guidance and coordination of teachers to acquire the ability to apply English. In the interactive process, the role of teachers is to guide, promote, and coordinate, while students, as the main body of activities, through exploration, practice, and cooperation, learning by doing and exploring, completing the cognition and externalization of language usage rules [22]. The core of multimodal interactive teaching lies in the word “moving,” which emphasizes the joint participation of teachers and students in the teaching process, enhances students’ awareness of participation and self-learning, and turns teachers’ one-way explanation activities to students into active two-way classroom activities. In the classroom, there are various forms of multimodal interactive English teaching, and the corresponding teaching mode can be designed according to the teaching content; common teaching modes include situational group discussions, preclass speeches on self-selected topics, two-person dialogues on designated topics, and role-playing storylines. After class, interact with the students in the group and cooperate to complete the tasks assigned by the teacher. At the same time, students should preview the text, self-study vocabulary and sentence pattern module content on the online learning end, and carry out multimodal interactive learning of man-machine. The composition of the multimodal interactive college English teaching mode is shown in Figure 2.Figure 2
Multimodal interactive college English teaching mode.


### 3.3. The Main Problems Existing in College English Teaching at This Stage

(1)
The base is thin. The educational level of teachers in the College English Teaching Department is generally low, the proportion of senior professional titles is small, minority bilingual teachers occupy a certain proportion, and there are too many young female teachers. In teaching, it is shown as follows: the teaching burden is heavy, the experience is insufficient, and the individual students vary greatly. Students are from colleges and universities in the Xinjiang Uygur Autonomous Region, including ethnic minority students, local Han students, and students from the mainland. College English teachers should give full play to the role of multimedia in teaching while changing their teaching concepts and mobilize students’ hearing, vision, and other perceptions to achieve the teaching purpose of cultivating diverse talents. In order to better stimulate students’ interest in learning, the single mode of oral communication should be changed, using more means to facilitate teaching. The multimodal teaching mode can not only meet the needs of social development, but also be more beneficial to the cultivation of college students’ ability of multiple reading and comprehensive application of English.(2)
The task of teaching and scientific research is heavy. From the current survey of teachers, it is found that teachers have an average of 12 lessons per week, most teachers undertake five to six courses, and the task of preparing lessons is heavy. In addition, it also undertakes homework correction and tutors’ students in various extracurricular activities, competitions, and exams. According to the survey, nearly 85% of teachers said they spent most of their time in preparing lessons, writing and printing lesson plans, and making courseware everyday. From this, the traditional college English teaching mode can no longer meet the needs of teaching at this stage, and the change of teaching mode is imminent.(3)
The teaching method is single. The traditional college English teaching is mainly based on teacher teaching; in the process of large class teaching, the number of classes is relatively large, and the interaction between teachers and students is limited, teachers do not consider the activities of teachers and students when preparing lessons. English teaching is a kind of simple and repetitive work in a sense, which seriously reduces teachers’ enthusiasm for teaching and students’ learning.(4)
Students’ enthusiasm is not high. Affected by the large class teaching, the course progress and the number of hours are continuously compressed, so teachers can only be busy displaying courseware in the limited class hours; there are fewer opportunities for nonverbal behavioral interaction, and teacher-student interaction is limited. Even if a certain teaching activity is carried out, its form is relatively simple, and the enthusiasm of students to participate in the classroom is not high.


## 3.1. New Media Context

In recent years, the term “new media context” is increasingly used by researchers; with the help of any search engine, you can see many papers on related topics, for example, “information dissemination in the context of new media,” “TV program innovation in the context of new media,” “broadcasting Countermeasures in the New Media Context,” “Film Marketing in the New Media Context,” “Brand Communication in the New Media Context,” “Advertising Communication Strategies in the New Media Context,” “Crisis Communication and Coping Strategies in the New Media Context,” and so on. However, upon closer inspection, it is not difficult to find that most of these studies generally equate the word “context” with “background,” “era,” and “environment”; however, the “context,” especially the “new media context,” is not necessarily defined. From the point of view of academic research, this cannot but be said to be a pity. The word “context” comes from the Greek “Contextre,” which is “Context” in English, which means “interwoven” [12]. “Context” is a linguistic concept that refers to the interweaving of various words; emphasis is on the meaning of a word or sentence, which is determined by the segment or dialogue in which it exists.


### 3.1.1. The Results and Analysis of College English Teaching in the Context of New Media

(1)
The questionnaire survey on students’ understanding of English multimodal teaching and classroom participation shows the following:(a)
The application of multimodal teaching methods in English classrooms still needs to be improved. More than 70% of the students in 3 classes were satisfied or very satisfied with the teachers’ use of visual modal teaching methods in the classroom; 69% of the students expressed uncertainty or dissatisfaction with the use of auditory modality and other modal means in the teacher’s teaching [13].(b)
Students’ understanding of English multimodal teaching is not comprehensive enough. More than 50% of students believe that multimodal teaching is visual modal teaching, that is, the use of PPT teaching courseware in the classroom. Only 20% of students understand multimodal teaching. In addition to teaching using visual modalities, other modalities are also used in combination.(2)
Investigation on the relationship between teachers’ classroom multimodal teaching and students’ English learning enthusiasm is carried out.Through questionnaire survey and face-to-face interviews, it is found that teachers’ flexible use of multimodal teaching has an important impact on students’ learning enthusiasm [14]. 82% of students said they liked the colorful teaching methods in the classroom. More than 37% of students expect teachers to provide more interactive opportunities in the classroom, such as group discussions, role-playing, and so on.


### 3.1.2. Problems and Countermeasures in College English Teaching Practice in the Context of New Media

Multimodal college English classroom teaching requires teachers to constantly update their educational concepts, using new teaching theories to guide classroom teaching:(1)
Combined with situational teaching, making full use of multimodality to mobilize students’ enthusiasm in classroom teaching should be combined with specific situations to mobilize the enthusiasm of students [15]. Teachers should make full use of new media resources in the classroom and comprehensively use PPT courseware with video and audio; at the same time, they should pay attention to the use of auditory modalities such as oral expression, speed of speech, and intonation, as well as the teacher’s body language; the use of tactile modalities such as facial expressions and other modalities provides students with a rich learning environment and enhances their interest in learning.(2)
Promote personalized learning and guide students correctly. Actively guide students in their spare time according to their own interests, with the help of computers, mobile phones, campus networks, electronic reading rooms, MP5, and other media for training and learning, as a supplement to multimodal teaching [16]. The new media resources are vast, and the learning form of online life allows students to broaden their horizons, but in the face of so much information, students will inevitably be confused. Teachers should help students in time and guide them to use navigation methods to avoid time-consuming and low-efficiency situations.(3)
Carry out diversified teaching evaluation and adjust multimodal teaching methods in time. Classroom multimedia teaching, as well as audiovisual channels such as mobile phones, computers, and online classes that students use after class, provides more choices for foreign language teaching evaluation methods. Teachers should, based on student feedback and assessment results, timely adjust multimodal teaching methods to achieve better teaching effect [17].


## 3.1.1. The Results and Analysis of College English Teaching in the Context of New Media

(1)
The questionnaire survey on students’ understanding of English multimodal teaching and classroom participation shows the following:(a)
The application of multimodal teaching methods in English classrooms still needs to be improved. More than 70% of the students in 3 classes were satisfied or very satisfied with the teachers’ use of visual modal teaching methods in the classroom; 69% of the students expressed uncertainty or dissatisfaction with the use of auditory modality and other modal means in the teacher’s teaching [13].(b)
Students’ understanding of English multimodal teaching is not comprehensive enough. More than 50% of students believe that multimodal teaching is visual modal teaching, that is, the use of PPT teaching courseware in the classroom. Only 20% of students understand multimodal teaching. In addition to teaching using visual modalities, other modalities are also used in combination.(2)
Investigation on the relationship between teachers’ classroom multimodal teaching and students’ English learning enthusiasm is carried out.Through questionnaire survey and face-to-face interviews, it is found that teachers’ flexible use of multimodal teaching has an important impact on students’ learning enthusiasm [14]. 82% of students said they liked the colorful teaching methods in the classroom. More than 37% of students expect teachers to provide more interactive opportunities in the classroom, such as group discussions, role-playing, and so on.


## 3.1.2. Problems and Countermeasures in College English Teaching Practice in the Context of New Media

Multimodal college English classroom teaching requires teachers to constantly update their educational concepts, using new teaching theories to guide classroom teaching:(1)
Combined with situational teaching, making full use of multimodality to mobilize students’ enthusiasm in classroom teaching should be combined with specific situations to mobilize the enthusiasm of students [15]. Teachers should make full use of new media resources in the classroom and comprehensively use PPT courseware with video and audio; at the same time, they should pay attention to the use of auditory modalities such as oral expression, speed of speech, and intonation, as well as the teacher’s body language; the use of tactile modalities such as facial expressions and other modalities provides students with a rich learning environment and enhances their interest in learning.(2)
Promote personalized learning and guide students correctly. Actively guide students in their spare time according to their own interests, with the help of computers, mobile phones, campus networks, electronic reading rooms, MP5, and other media for training and learning, as a supplement to multimodal teaching [16]. The new media resources are vast, and the learning form of online life allows students to broaden their horizons, but in the face of so much information, students will inevitably be confused. Teachers should help students in time and guide them to use navigation methods to avoid time-consuming and low-efficiency situations.(3)
Carry out diversified teaching evaluation and adjust multimodal teaching methods in time. Classroom multimedia teaching, as well as audiovisual channels such as mobile phones, computers, and online classes that students use after class, provides more choices for foreign language teaching evaluation methods. Teachers should, based on student feedback and assessment results, timely adjust multimodal teaching methods to achieve better teaching effect [17].


## 3.2. Multimodality

Kress and van Leeuwen define multimodality as all channels and mediums involved in communication; in addition to traditional language symbols, it also includes notation systems for colors, images, music, technology, and more. Multimodal discourse refers to the use of multiple sensory systems, such as hearing, sight, touch, and so on, through language communication, the phenomenon of using image symbols, sound symbols, action symbols, and other means to communicate. In the process of communication, communication can not only be achieved through language, it can also be achieved through various methods such as speech speed, intonation, tone and other sound aspects, body movements, expressions, and other physical aspects. Therefore, communication is not only carried out through a single sense, but using multiple senses at the same time.


### 3.2.1. Multimodal Theory

In the 1990s, a new theory, multimodal theory, emerged in Western countries, also called multimodal discourse analysis theory; although its research history at home and abroad is only more than 20 years, theoretical research and practical research on multimodal theory go hand in hand; a lot of research results have been obtained. “Multimodality” has attracted the attention of linguists. In recent years, scholars have paid more and more attention to this new theory; it has become a term widely used by linguists and scholars at home and abroad. It is also based on functional grammar theory, including more nonverbal factors such as body movements, sounds, images, and so on into the research scope; several studies have been carried out on the relationship between modalities and media. Published papers and books complete the theory of multimodal discourse analysis, providing research methods and theoretical basis for the study of multimodal discourse analysis theory. A framework for multimodal discourse analysis, based on analyzing the theory of multimodal discourse analysis, through the interpretation and analysis of the theoretical framework of systemic functional linguistics, is proposed [18]. The diagram vividly shows the logical relationship of the various elements in the theory. Under the framework of multimodal discourse analysis theory, there are five levels:(1)
Cultural level: it includes two parts, one is the potential of choice of discourse mode, and the other is ideology. This level is the key level of the multimodal synthesis theoretical framework.(2)
Context level: interpersonal communication is affected by contextual factors, which include discourse category, discourse tone, and discourse form.(3)
Meaning level: it expresses what kind of meaning people say words have, which can express different meanings in different occasions, and is restricted by the contextual environment in the context level.(4)
Form level: it includes form and relationship, and the form mainly includes language, image perception, sound perception, and feeling; the relationship is complementary and noncomplementary. “Each modality has its own formal system.” The meaning level and the formal level are collectively referred to as the content level.(5)
Expression level: the main introduction media is expressed by language and nonlanguage. Among them, language includes accompanying language and pure language; nonlanguage includes body language and nonbody language.


### 3.2.2. Multimodal Discourse Analysis

Multimodal discourse analysis is a discourse analysis method that emerged in the 1990s, and its emergence is closely related to the diversification of meaning representation in the new media era. The so-called multimodality (multimodality) refers to the design of symbolic products or events, the use of multiple symbolic modalities, and how they can be integrated. The symbol mode mentioned above not only refers to traditional language symbols, also including nonverbal symbols such as images, animations, colors, movements, sounds, layouts, and so on. There are three orientations of multimodal discourse analysis methods: the sociosemiotic approach, the systems functional linguistics approach, and the interactive sociology approach. Among them, the social semiotics orientation is based on Hodge and Kress’s social semiotics theory. Hodge and Kress believe that there is a “motivation” relationship between the signifier and the user of the sign; the generation of motivation is closely related to people’s social environment, and other symbol systems outside the language system can also construct meaning. Therefore, the generation and understanding of any symbolic meaning cannot be separated from other symbolic systems; the meaning of the text must be interpreted within a broader context established by various sign systems. Based on this, scholars have conducted research on various modal and multimodal texts such as images, music, movements, film and television works, space design, children’s picture books, and classroom teaching. Multimodal discourse analysis theories and methods were introduced in the early 2000s; since then, scholars have mainly carried out research from two aspects: theoretical development and discourse analysis practice. In recent years, scholars have begun to pay attention to the teaching of multiple reading and writing related to the theory of multimodal discourse analysis, from the construction of the learning model for the cultivation of multiple reading and writing skills, the teaching of multiple reading and writing, research on the impact of college students’ reading comprehension, multicultural literacy, and critical literacy [19]. However, there is still a lack of research on media literacy teaching based on multimodal discourse analysis theory.


### 3.2.3. The Importance of Multimodal Discourse Analysis in College English Teaching

(1)
New requirements for cultivating compound talents for the society: since the 1990s, the reform of college English teaching is in full swing, and a variety of teaching modes emerge in an endless stream, such as task-based teaching mode, situational teaching mode, and so on. Although each of the above teaching modes has its own advantages, most of them only emphasize the reading and writing of the language and ignore other modalities; it has not achieved close integration with modern educational technology; therefore, it cannot really meet the new requirements of the current society for cultivating compound talents. With the rapid development of information technology and the mutual penetration of global cultures, college English teaching can no longer be limited to the traditional practice of relying on language to express meaning; instead, the teaching mode should be transformed from single modal to multimodal; this requires teachers to comprehensively use new multimodal expressions such as sounds, actions, and pictures in actual teaching to stimulate students’ interest in learning, build a more reasonable information exchange mode, and complete dynamic communication activities with students in specific situations; in this way, compound talents with comprehensive application ability in English are gradually cultivated.(2)
An effective supplement to the main mode of classroom teaching discourse: language has been an important research field in academia for a long time; similarly, the language of teachers and students in English classroom teaching is also the focus of classroom discourse research [20]. However, in today’s booming digital multimedia, the dominant role played by a single language modality is gradually diminishing. On the contrary, other complex and diverse communicative modalities, to varying degrees, auxiliary language modalities complete the meaning construction of English classroom discourse and promote its development to a deeper level of semiotics [21]. In English classroom teaching, teachers can complete classroom tasks through the comprehensive use of multiple modalities; for example, in basic word explanation, spoken language and text are the main modalities for realizing the meaning of the utterance, but it fails to provide students with vivid visual information related to words or example sentences; moreover, this single-modal teaching mode can easily lead to students’ dislike of learning, but if teachers can skillfully combine other multimodal forms in the process of explaining words, such as PPT picture display, video clip playback, and so on, with language mode; then, students can directly feel the fun of word learning, and their impression and understanding of words will naturally be effectively strengthened; this fully reflects the positive role of the main mode of multimodal collaborative classroom discourse.


### 3.2.4. Multimodal Interactive College English Teaching Mode

In today’s vigorous advocacy of multimodal teaching concepts and flipped classroom teaching methods, the multimodal interactive college English teaching mode has become an important development direction. Multimodal interaction in teaching mode refers to the interaction between teachers and students in classrooms, extracurricular activities, and online learning environments make full use of visual, auditory, tactile, and other senses to carry out English interactive activities between students, teachers, students, and human and machine. The purpose of this model is to allow students to complete different learning tasks using multiple senses under the guidance and coordination of teachers to acquire the ability to apply English. In the interactive process, the role of teachers is to guide, promote, and coordinate, while students, as the main body of activities, through exploration, practice, and cooperation, learning by doing and exploring, completing the cognition and externalization of language usage rules [22]. The core of multimodal interactive teaching lies in the word “moving,” which emphasizes the joint participation of teachers and students in the teaching process, enhances students’ awareness of participation and self-learning, and turns teachers’ one-way explanation activities to students into active two-way classroom activities. In the classroom, there are various forms of multimodal interactive English teaching, and the corresponding teaching mode can be designed according to the teaching content; common teaching modes include situational group discussions, preclass speeches on self-selected topics, two-person dialogues on designated topics, and role-playing storylines. After class, interact with the students in the group and cooperate to complete the tasks assigned by the teacher. At the same time, students should preview the text, self-study vocabulary and sentence pattern module content on the online learning end, and carry out multimodal interactive learning of man-machine. The composition of the multimodal interactive college English teaching mode is shown in Figure 2.Figure 2
Multimodal interactive college English teaching mode.


## 3.2.1. Multimodal Theory

In the 1990s, a new theory, multimodal theory, emerged in Western countries, also called multimodal discourse analysis theory; although its research history at home and abroad is only more than 20 years, theoretical research and practical research on multimodal theory go hand in hand; a lot of research results have been obtained. “Multimodality” has attracted the attention of linguists. In recent years, scholars have paid more and more attention to this new theory; it has become a term widely used by linguists and scholars at home and abroad. It is also based on functional grammar theory, including more nonverbal factors such as body movements, sounds, images, and so on into the research scope; several studies have been carried out on the relationship between modalities and media. Published papers and books complete the theory of multimodal discourse analysis, providing research methods and theoretical basis for the study of multimodal discourse analysis theory. A framework for multimodal discourse analysis, based on analyzing the theory of multimodal discourse analysis, through the interpretation and analysis of the theoretical framework of systemic functional linguistics, is proposed [18]. The diagram vividly shows the logical relationship of the various elements in the theory. Under the framework of multimodal discourse analysis theory, there are five levels:(1)
Cultural level: it includes two parts, one is the potential of choice of discourse mode, and the other is ideology. This level is the key level of the multimodal synthesis theoretical framework.(2)
Context level: interpersonal communication is affected by contextual factors, which include discourse category, discourse tone, and discourse form.(3)
Meaning level: it expresses what kind of meaning people say words have, which can express different meanings in different occasions, and is restricted by the contextual environment in the context level.(4)
Form level: it includes form and relationship, and the form mainly includes language, image perception, sound perception, and feeling; the relationship is complementary and noncomplementary. “Each modality has its own formal system.” The meaning level and the formal level are collectively referred to as the content level.(5)
Expression level: the main introduction media is expressed by language and nonlanguage. Among them, language includes accompanying language and pure language; nonlanguage includes body language and nonbody language.


## 3.2.2. Multimodal Discourse Analysis

Multimodal discourse analysis is a discourse analysis method that emerged in the 1990s, and its emergence is closely related to the diversification of meaning representation in the new media era. The so-called multimodality (multimodality) refers to the design of symbolic products or events, the use of multiple symbolic modalities, and how they can be integrated. The symbol mode mentioned above not only refers to traditional language symbols, also including nonverbal symbols such as images, animations, colors, movements, sounds, layouts, and so on. There are three orientations of multimodal discourse analysis methods: the sociosemiotic approach, the systems functional linguistics approach, and the interactive sociology approach. Among them, the social semiotics orientation is based on Hodge and Kress’s social semiotics theory. Hodge and Kress believe that there is a “motivation” relationship between the signifier and the user of the sign; the generation of motivation is closely related to people’s social environment, and other symbol systems outside the language system can also construct meaning. Therefore, the generation and understanding of any symbolic meaning cannot be separated from other symbolic systems; the meaning of the text must be interpreted within a broader context established by various sign systems. Based on this, scholars have conducted research on various modal and multimodal texts such as images, music, movements, film and television works, space design, children’s picture books, and classroom teaching. Multimodal discourse analysis theories and methods were introduced in the early 2000s; since then, scholars have mainly carried out research from two aspects: theoretical development and discourse analysis practice. In recent years, scholars have begun to pay attention to the teaching of multiple reading and writing related to the theory of multimodal discourse analysis, from the construction of the learning model for the cultivation of multiple reading and writing skills, the teaching of multiple reading and writing, research on the impact of college students’ reading comprehension, multicultural literacy, and critical literacy [19]. However, there is still a lack of research on media literacy teaching based on multimodal discourse analysis theory.


## 3.2.3. The Importance of Multimodal Discourse Analysis in College English Teaching

(1)
New requirements for cultivating compound talents for the society: since the 1990s, the reform of college English teaching is in full swing, and a variety of teaching modes emerge in an endless stream, such as task-based teaching mode, situational teaching mode, and so on. Although each of the above teaching modes has its own advantages, most of them only emphasize the reading and writing of the language and ignore other modalities; it has not achieved close integration with modern educational technology; therefore, it cannot really meet the new requirements of the current society for cultivating compound talents. With the rapid development of information technology and the mutual penetration of global cultures, college English teaching can no longer be limited to the traditional practice of relying on language to express meaning; instead, the teaching mode should be transformed from single modal to multimodal; this requires teachers to comprehensively use new multimodal expressions such as sounds, actions, and pictures in actual teaching to stimulate students’ interest in learning, build a more reasonable information exchange mode, and complete dynamic communication activities with students in specific situations; in this way, compound talents with comprehensive application ability in English are gradually cultivated.(2)
An effective supplement to the main mode of classroom teaching discourse: language has been an important research field in academia for a long time; similarly, the language of teachers and students in English classroom teaching is also the focus of classroom discourse research [20]. However, in today’s booming digital multimedia, the dominant role played by a single language modality is gradually diminishing. On the contrary, other complex and diverse communicative modalities, to varying degrees, auxiliary language modalities complete the meaning construction of English classroom discourse and promote its development to a deeper level of semiotics [21]. In English classroom teaching, teachers can complete classroom tasks through the comprehensive use of multiple modalities; for example, in basic word explanation, spoken language and text are the main modalities for realizing the meaning of the utterance, but it fails to provide students with vivid visual information related to words or example sentences; moreover, this single-modal teaching mode can easily lead to students’ dislike of learning, but if teachers can skillfully combine other multimodal forms in the process of explaining words, such as PPT picture display, video clip playback, and so on, with language mode; then, students can directly feel the fun of word learning, and their impression and understanding of words will naturally be effectively strengthened; this fully reflects the positive role of the main mode of multimodal collaborative classroom discourse.


## 3.2.4. Multimodal Interactive College English Teaching Mode

In today’s vigorous advocacy of multimodal teaching concepts and flipped classroom teaching methods, the multimodal interactive college English teaching mode has become an important development direction. Multimodal interaction in teaching mode refers to the interaction between teachers and students in classrooms, extracurricular activities, and online learning environments make full use of visual, auditory, tactile, and other senses to carry out English interactive activities between students, teachers, students, and human and machine. The purpose of this model is to allow students to complete different learning tasks using multiple senses under the guidance and coordination of teachers to acquire the ability to apply English. In the interactive process, the role of teachers is to guide, promote, and coordinate, while students, as the main body of activities, through exploration, practice, and cooperation, learning by doing and exploring, completing the cognition and externalization of language usage rules [22]. The core of multimodal interactive teaching lies in the word “moving,” which emphasizes the joint participation of teachers and students in the teaching process, enhances students’ awareness of participation and self-learning, and turns teachers’ one-way explanation activities to students into active two-way classroom activities. In the classroom, there are various forms of multimodal interactive English teaching, and the corresponding teaching mode can be designed according to the teaching content; common teaching modes include situational group discussions, preclass speeches on self-selected topics, two-person dialogues on designated topics, and role-playing storylines. After class, interact with the students in the group and cooperate to complete the tasks assigned by the teacher. At the same time, students should preview the text, self-study vocabulary and sentence pattern module content on the online learning end, and carry out multimodal interactive learning of man-machine. The composition of the multimodal interactive college English teaching mode is shown in Figure 2.Figure 2
Multimodal interactive college English teaching mode.


## 3.3. The Main Problems Existing in College English Teaching at This Stage

(1)
The base is thin. The educational level of teachers in the College English Teaching Department is generally low, the proportion of senior professional titles is small, minority bilingual teachers occupy a certain proportion, and there are too many young female teachers. In teaching, it is shown as follows: the teaching burden is heavy, the experience is insufficient, and the individual students vary greatly. Students are from colleges and universities in the Xinjiang Uygur Autonomous Region, including ethnic minority students, local Han students, and students from the mainland. College English teachers should give full play to the role of multimedia in teaching while changing their teaching concepts and mobilize students’ hearing, vision, and other perceptions to achieve the teaching purpose of cultivating diverse talents. In order to better stimulate students’ interest in learning, the single mode of oral communication should be changed, using more means to facilitate teaching. The multimodal teaching mode can not only meet the needs of social development, but also be more beneficial to the cultivation of college students’ ability of multiple reading and comprehensive application of English.(2)
The task of teaching and scientific research is heavy. From the current survey of teachers, it is found that teachers have an average of 12 lessons per week, most teachers undertake five to six courses, and the task of preparing lessons is heavy. In addition, it also undertakes homework correction and tutors’ students in various extracurricular activities, competitions, and exams. According to the survey, nearly 85% of teachers said they spent most of their time in preparing lessons, writing and printing lesson plans, and making courseware everyday. From this, the traditional college English teaching mode can no longer meet the needs of teaching at this stage, and the change of teaching mode is imminent.(3)
The teaching method is single. The traditional college English teaching is mainly based on teacher teaching; in the process of large class teaching, the number of classes is relatively large, and the interaction between teachers and students is limited, teachers do not consider the activities of teachers and students when preparing lessons. English teaching is a kind of simple and repetitive work in a sense, which seriously reduces teachers’ enthusiasm for teaching and students’ learning.(4)
Students’ enthusiasm is not high. Affected by the large class teaching, the course progress and the number of hours are continuously compressed, so teachers can only be busy displaying courseware in the limited class hours; there are fewer opportunities for nonverbal behavioral interaction, and teacher-student interaction is limited. Even if a certain teaching activity is carried out, its form is relatively simple, and the enthusiasm of students to participate in the classroom is not high.


## 4. Analysis of Survey Results

### 4.1. Analysis of Teacher Questionnaire Survey Results

In order to better understand the application of multimodal discourse analysis theory in college English discourse teaching and whether teachers understand multimodal discourse analysis theory, a total of 23 questionnaires were distributed to English teachers in four universities in city A, and 23 were recovered, with a recovery rate of 100% and 100% valid questionnaires. According to the basic structure of the teacher questionnaire, the questionnaire will be specifically analyzed according to four dimensions [23].


#### 4.1.1. Basic Information of Teachers

According to Table1, the author found that the current primary school English teachers are still female, and the teachers under the age of 30 are the main ones. Secondly, the current school English teachers are mainly undergraduates, accounting for 82.61%, only 13.04% hold a master’s degree, and teachers under the age of 30 have a bachelor’s degree. Finally, for teaching years and professional titles, we can draw the results from Table 1: educational qualifications, teaching years, and professional titles are basically positively related to the development trend.Table 1
Statistics of basic information.
GenderTeaching gradeAgeEducationTeaching ageTeacher AWomanFreshman46–50College26 yearsTeacher BWomanSophomore46–50Postgraduate24 yearsTeacher CWomanJunior year30–35Undergraduate10 years


#### 4.1.2. Current Situation of Discourse Teaching

According to Figure3, it is found that more than 50% of teachers believe that discourse teaching is very important in college English teaching; no teacher thinks that discourse teaching is not important. So, we can conclude the following: discourse teaching occupies an important position in college English teaching.Figure 3
The status of discourse teaching in English teaching.According to Figures4 and 5, we found that the most popular teaching method used by teachers in discourse teaching is the task-based teaching method. Grammar-translation method and multimodal teaching method have low usage rates. At the same time, the teachers who choose the grammar-translation method are between 22 and 35 years old, and their education is a university degree [24, 25]. In addition, each English teacher will choose the task-based teaching method to design and implement teaching activities.Figure 4
Statistics of the application of pedagogy in discourse teaching.Figure 5
Cross-analysis of teachers’ educational background and age and discourse teaching methods.The results of the questionnaire survey are shown in Figures6 and 7; when teaching discourse, most teachers pay more attention to the layout of the article or the communicative function of the discourse. Therefore, the author uses age and education as independent variables to conduct cross-analysis with this question; we found that the degree is undergraduate, and teachers between the ages of 22 and 35 believe that in discourse teaching, more attention should be paid to grammar and vocabulary in discourse.Figure 6
The important content that teachers pay attention to in discourse teaching.Figure 7
Cross-analysis of teachers’ educational background and age and discourse concerns.According to Figures8 and 9, the author found that, at present, more than 17.39% of college English teachers always use different teaching activities to teach English; among them, task-based activities are the most popular among teachers. Teachers often use different teaching activities to help students improve the ability to use texts so that students can better understand the meaning of texts. Although 4.39% of teachers occasionally use a variety of teaching activities, it is worth affirming that teachers are aware of the significance of using different teaching activities to help students understand the meaning of texts [26].Figure 8
Teachers’ commonly used teaching activities in discourse teaching.Figure 9
The frequency of teachers’ discourse teaching using a variety of teaching activities to help students understand the meaning of discourse.


### 4.2. Analysis of Student Questionnaire Survey Results

In order to have a more comprehensive understanding of the current discourse teaching of college English teachers, as well as the specific effects of teaching, to help teachers improve teaching, improve students’ interest in learning. A sample of students from a university in city A was selected as the student part for investigation. A total of 114 questionnaires were distributed to the students, and a total of 114 were recovered. The recovery rate was 100%, and the valid questionnaires were 100%. Among them, questions 1–3 are basic information, and questions 4–14 are mainly to understand students’ real feelings about English subjects and teachers’ teaching [27]. The following will analyze the questionnaire according to the three dimensions of the student’s questionnaire structure (see Table 2 for details).Table 2
Basic information of students.
ClassManWomanTotal peopleClass 1241640Class 2252045Class 3172643Total6662128


#### 4.2.1. Students’ Attitude towards English Class

According to Figure10, we can see that the ratio of male to female students is relatively average, and more than 73% of the students love English courses. From this, we can roughly infer that most students at the university level prefer English courses [27].Figure 10
Students’ likeness for English classes.


#### 4.2.2. Students’ Attitude towards Multimodal English Teaching

According to Figure11, we can see that 43% of students like to learn English through pictures and other multimodal forms, 32% of students prefer multimodal teaching activities. Therefore, it can be understood that up to 75% of students like to learn English through different forms. Only 5% of students dislike this teaching method.Figure 11
The degree to which students prefer multimodal English lessons.Through the analysis of the student questionnaires, we know that the children in the compulsory education stage are in the specific operation stage, they prefer more intuitive teaching forms, so more students prefer multimodal teaching activities to learn English. And Gardner’s theory of multiple intelligences also allows us to understand; students hope that teachers in English teaching use multimodal teaching forms as much as possible to attract their own attention, strengthen their own interest in learning, to enhance the enthusiasm and initiative of learning, and then improve the comprehensive language ability.


### 4.3. Dynamic Trajectory of Second Language Classroom Motivation under the Condition of Multimodal Language Input

The researchers conducted intra-individual and interindividual comparisons of the motivational change trajectories of the three subjects C, M, and W in the three comprehensive English classes (as shown in Figures12–14); it was found that the subjects’ second language classroom motivation showed the relative stability of the dynamic development trend and the characteristics of nonlinear dynamic development in a certain period.Figure 12
C’s motivational change trajectory in 3 lessons.Figure 13
Motivational change trajectory of M in 3 lessons.Figure 14
W’s motivational change trajectory in 3 lessons.


#### 4.3.1. The Relative Stability of Motivation

As shown in Figures12–14, subject C’s motivation changes in the three lessons are all between 80 and 90, the motivation level is high, and the motivation trajectories of multiple nodes are close to the same, the range of change is small. The motivation of subject M in the 3 lessons varies from 55 to 85, and the motivation level is in the middle level and the change range is large. Subject W’s motivation changes in the 3 lessons basically ranged from 30 to 40; the motivation level was low and the change range was small. The average value of the dynamic changes of motivation displayed by the three subjects in the three lessons is consistent with the results of the static questionnaire conducted before the experiment, which indicates that the motivation level of the second language learners is relatively stable within a certain period.In summary, the “future second language self-direction” (including goal orientation and vision and imagery) of the three subjects was the cyclic attractor of their second language classroom motivation system; on the premise of not changing the development direction of motivation and the range of level changes, it plays a major guiding role in the motivational intensity of individual learners, thus contributing to the relatively stable development of L2 motivation.


#### 4.3.2. Development of Nonlinear Dynamic Changes

The development trend of second language motivation is relatively stable, but the trajectories of the three subjects’ classroom motivation also show the diversity and difference of ups and downs.As shown in Figure15, group motivation develops steadily; motivation levels fluctuated between 55 and 65, with no large fluctuations. The motivation levels of the three subjects in Figure 16 all changed significantly. Subject C’s motivation remained at a high level; subject M changed most obviously; the level of motivation has been increasing; subject W has been in a low level of motivation. The above results show that the developmental trajectory of group motivation does not coincide with the developmental trajectory of individual motivation. Therefore, the group motivation level cannot represent the specific motivation level of the individual learners in the group and may mask the typical characteristics of individual motivation development.Figure 15
Change track of group motivation in the first lesson.Figure 16
Change track of individual motivation level in the first lesson.In addition, the motivational development trajectories of the three subjects in the same session were also constantly changing and distinct. Subject C’s motivation level increased steadily during the first 30 minutes of class, but dropped abruptly between 30 and 35 minutes. Subject C explained, “At that time, the teacher asked me to get up to answer a question, and my answer was very unsatisfactory. At that time, I was in a bad mood and struggled for a long time. Later, the teacher led a class discussion session, I was pulled back from the self-blame, and gradually recovered.” Subject M’s motivation level maintained a substantial increase in the first 30 minutes of the class and reached a steady state after 30 minutes, M explained, “I was in a good mood that day and was in good shape before class. The main content of the class revolves around World War II, which is a topic I am very interested in. In the meantime, the teacher also let us enjoy the wartime video of the Battle of Britain, and imitated Churchill’s impassioned wartime speech, which is great. Later, the teacher gave some audios and a lot of text materials, which felt a little boring, and at the end of a class, I was a little tired, and my interest was not so high.” In contrast, subject W’s motivation level changed slightly throughout the class, but it was generally in a downward trend. Additionally, between 10 and 25 minutes of this session, 3 subjects were basically in the stable and improving stage of motivation level (subject C and subject W performed most prominently); during this period, the teachers mainly adopted the classroom design form of audio + video + subtitle language input mode; this shows that multimodal language input has an effective stimulating effect on learners’ motivation [28, 29]. From this, the change of learners’ individual classroom motivation is mainly due to the influence of classroom environment factors. The design of classroom activities and the form of language input have obvious regulatory effects on learners’ short-term learning motivation.


## 4.1. Analysis of Teacher Questionnaire Survey Results

In order to better understand the application of multimodal discourse analysis theory in college English discourse teaching and whether teachers understand multimodal discourse analysis theory, a total of 23 questionnaires were distributed to English teachers in four universities in city A, and 23 were recovered, with a recovery rate of 100% and 100% valid questionnaires. According to the basic structure of the teacher questionnaire, the questionnaire will be specifically analyzed according to four dimensions [23].


### 4.1.1. Basic Information of Teachers

According to Table1, the author found that the current primary school English teachers are still female, and the teachers under the age of 30 are the main ones. Secondly, the current school English teachers are mainly undergraduates, accounting for 82.61%, only 13.04% hold a master’s degree, and teachers under the age of 30 have a bachelor’s degree. Finally, for teaching years and professional titles, we can draw the results from Table 1: educational qualifications, teaching years, and professional titles are basically positively related to the development trend.Table 1
Statistics of basic information.
GenderTeaching gradeAgeEducationTeaching ageTeacher AWomanFreshman46–50College26 yearsTeacher BWomanSophomore46–50Postgraduate24 yearsTeacher CWomanJunior year30–35Undergraduate10 years


### 4.1.2. Current Situation of Discourse Teaching

According to Figure3, it is found that more than 50% of teachers believe that discourse teaching is very important in college English teaching; no teacher thinks that discourse teaching is not important. So, we can conclude the following: discourse teaching occupies an important position in college English teaching.Figure 3
The status of discourse teaching in English teaching.According to Figures4 and 5, we found that the most popular teaching method used by teachers in discourse teaching is the task-based teaching method. Grammar-translation method and multimodal teaching method have low usage rates. At the same time, the teachers who choose the grammar-translation method are between 22 and 35 years old, and their education is a university degree [24, 25]. In addition, each English teacher will choose the task-based teaching method to design and implement teaching activities.Figure 4
Statistics of the application of pedagogy in discourse teaching.Figure 5
Cross-analysis of teachers’ educational background and age and discourse teaching methods.The results of the questionnaire survey are shown in Figures6 and 7; when teaching discourse, most teachers pay more attention to the layout of the article or the communicative function of the discourse. Therefore, the author uses age and education as independent variables to conduct cross-analysis with this question; we found that the degree is undergraduate, and teachers between the ages of 22 and 35 believe that in discourse teaching, more attention should be paid to grammar and vocabulary in discourse.Figure 6
The important content that teachers pay attention to in discourse teaching.Figure 7
Cross-analysis of teachers’ educational background and age and discourse concerns.According to Figures8 and 9, the author found that, at present, more than 17.39% of college English teachers always use different teaching activities to teach English; among them, task-based activities are the most popular among teachers. Teachers often use different teaching activities to help students improve the ability to use texts so that students can better understand the meaning of texts. Although 4.39% of teachers occasionally use a variety of teaching activities, it is worth affirming that teachers are aware of the significance of using different teaching activities to help students understand the meaning of texts [26].Figure 8
Teachers’ commonly used teaching activities in discourse teaching.Figure 9
The frequency of teachers’ discourse teaching using a variety of teaching activities to help students understand the meaning of discourse.


## 4.1.1. Basic Information of Teachers

According to Table1, the author found that the current primary school English teachers are still female, and the teachers under the age of 30 are the main ones. Secondly, the current school English teachers are mainly undergraduates, accounting for 82.61%, only 13.04% hold a master’s degree, and teachers under the age of 30 have a bachelor’s degree. Finally, for teaching years and professional titles, we can draw the results from Table 1: educational qualifications, teaching years, and professional titles are basically positively related to the development trend.Table 1
Statistics of basic information.
GenderTeaching gradeAgeEducationTeaching ageTeacher AWomanFreshman46–50College26 yearsTeacher BWomanSophomore46–50Postgraduate24 yearsTeacher CWomanJunior year30–35Undergraduate10 years


## 4.1.2. Current Situation of Discourse Teaching

According to Figure3, it is found that more than 50% of teachers believe that discourse teaching is very important in college English teaching; no teacher thinks that discourse teaching is not important. So, we can conclude the following: discourse teaching occupies an important position in college English teaching.Figure 3
The status of discourse teaching in English teaching.According to Figures4 and 5, we found that the most popular teaching method used by teachers in discourse teaching is the task-based teaching method. Grammar-translation method and multimodal teaching method have low usage rates. At the same time, the teachers who choose the grammar-translation method are between 22 and 35 years old, and their education is a university degree [24, 25]. In addition, each English teacher will choose the task-based teaching method to design and implement teaching activities.Figure 4
Statistics of the application of pedagogy in discourse teaching.Figure 5
Cross-analysis of teachers’ educational background and age and discourse teaching methods.The results of the questionnaire survey are shown in Figures6 and 7; when teaching discourse, most teachers pay more attention to the layout of the article or the communicative function of the discourse. Therefore, the author uses age and education as independent variables to conduct cross-analysis with this question; we found that the degree is undergraduate, and teachers between the ages of 22 and 35 believe that in discourse teaching, more attention should be paid to grammar and vocabulary in discourse.Figure 6
The important content that teachers pay attention to in discourse teaching.Figure 7
Cross-analysis of teachers’ educational background and age and discourse concerns.According to Figures8 and 9, the author found that, at present, more than 17.39% of college English teachers always use different teaching activities to teach English; among them, task-based activities are the most popular among teachers. Teachers often use different teaching activities to help students improve the ability to use texts so that students can better understand the meaning of texts. Although 4.39% of teachers occasionally use a variety of teaching activities, it is worth affirming that teachers are aware of the significance of using different teaching activities to help students understand the meaning of texts [26].Figure 8
Teachers’ commonly used teaching activities in discourse teaching.Figure 9
The frequency of teachers’ discourse teaching using a variety of teaching activities to help students understand the meaning of discourse.


## 4.2. Analysis of Student Questionnaire Survey Results

In order to have a more comprehensive understanding of the current discourse teaching of college English teachers, as well as the specific effects of teaching, to help teachers improve teaching, improve students’ interest in learning. A sample of students from a university in city A was selected as the student part for investigation. A total of 114 questionnaires were distributed to the students, and a total of 114 were recovered. The recovery rate was 100%, and the valid questionnaires were 100%. Among them, questions 1–3 are basic information, and questions 4–14 are mainly to understand students’ real feelings about English subjects and teachers’ teaching [27]. The following will analyze the questionnaire according to the three dimensions of the student’s questionnaire structure (see Table 2 for details).Table 2
Basic information of students.
ClassManWomanTotal peopleClass 1241640Class 2252045Class 3172643Total6662128


### 4.2.1. Students’ Attitude towards English Class

According to Figure10, we can see that the ratio of male to female students is relatively average, and more than 73% of the students love English courses. From this, we can roughly infer that most students at the university level prefer English courses [27].Figure 10
Students’ likeness for English classes.


### 4.2.2. Students’ Attitude towards Multimodal English Teaching

According to Figure11, we can see that 43% of students like to learn English through pictures and other multimodal forms, 32% of students prefer multimodal teaching activities. Therefore, it can be understood that up to 75% of students like to learn English through different forms. Only 5% of students dislike this teaching method.Figure 11
The degree to which students prefer multimodal English lessons.Through the analysis of the student questionnaires, we know that the children in the compulsory education stage are in the specific operation stage, they prefer more intuitive teaching forms, so more students prefer multimodal teaching activities to learn English. And Gardner’s theory of multiple intelligences also allows us to understand; students hope that teachers in English teaching use multimodal teaching forms as much as possible to attract their own attention, strengthen their own interest in learning, to enhance the enthusiasm and initiative of learning, and then improve the comprehensive language ability.


## 4.2.1. Students’ Attitude towards English Class

According to Figure10, we can see that the ratio of male to female students is relatively average, and more than 73% of the students love English courses. From this, we can roughly infer that most students at the university level prefer English courses [27].Figure 10
Students’ likeness for English classes.


## 4.2.2. Students’ Attitude towards Multimodal English Teaching

According to Figure11, we can see that 43% of students like to learn English through pictures and other multimodal forms, 32% of students prefer multimodal teaching activities. Therefore, it can be understood that up to 75% of students like to learn English through different forms. Only 5% of students dislike this teaching method.Figure 11
The degree to which students prefer multimodal English lessons.Through the analysis of the student questionnaires, we know that the children in the compulsory education stage are in the specific operation stage, they prefer more intuitive teaching forms, so more students prefer multimodal teaching activities to learn English. And Gardner’s theory of multiple intelligences also allows us to understand; students hope that teachers in English teaching use multimodal teaching forms as much as possible to attract their own attention, strengthen their own interest in learning, to enhance the enthusiasm and initiative of learning, and then improve the comprehensive language ability.


## 4.3. Dynamic Trajectory of Second Language Classroom Motivation under the Condition of Multimodal Language Input

The researchers conducted intra-individual and interindividual comparisons of the motivational change trajectories of the three subjects C, M, and W in the three comprehensive English classes (as shown in Figures12–14); it was found that the subjects’ second language classroom motivation showed the relative stability of the dynamic development trend and the characteristics of nonlinear dynamic development in a certain period.Figure 12
C’s motivational change trajectory in 3 lessons.Figure 13
Motivational change trajectory of M in 3 lessons.Figure 14
W’s motivational change trajectory in 3 lessons.


### 4.3.1. The Relative Stability of Motivation

As shown in Figures12–14, subject C’s motivation changes in the three lessons are all between 80 and 90, the motivation level is high, and the motivation trajectories of multiple nodes are close to the same, the range of change is small. The motivation of subject M in the 3 lessons varies from 55 to 85, and the motivation level is in the middle level and the change range is large. Subject W’s motivation changes in the 3 lessons basically ranged from 30 to 40; the motivation level was low and the change range was small. The average value of the dynamic changes of motivation displayed by the three subjects in the three lessons is consistent with the results of the static questionnaire conducted before the experiment, which indicates that the motivation level of the second language learners is relatively stable within a certain period.In summary, the “future second language self-direction” (including goal orientation and vision and imagery) of the three subjects was the cyclic attractor of their second language classroom motivation system; on the premise of not changing the development direction of motivation and the range of level changes, it plays a major guiding role in the motivational intensity of individual learners, thus contributing to the relatively stable development of L2 motivation.


### 4.3.2. Development of Nonlinear Dynamic Changes

The development trend of second language motivation is relatively stable, but the trajectories of the three subjects’ classroom motivation also show the diversity and difference of ups and downs.As shown in Figure15, group motivation develops steadily; motivation levels fluctuated between 55 and 65, with no large fluctuations. The motivation levels of the three subjects in Figure 16 all changed significantly. Subject C’s motivation remained at a high level; subject M changed most obviously; the level of motivation has been increasing; subject W has been in a low level of motivation. The above results show that the developmental trajectory of group motivation does not coincide with the developmental trajectory of individual motivation. Therefore, the group motivation level cannot represent the specific motivation level of the individual learners in the group and may mask the typical characteristics of individual motivation development.Figure 15
Change track of group motivation in the first lesson.Figure 16
Change track of individual motivation level in the first lesson.In addition, the motivational development trajectories of the three subjects in the same session were also constantly changing and distinct. Subject C’s motivation level increased steadily during the first 30 minutes of class, but dropped abruptly between 30 and 35 minutes. Subject C explained, “At that time, the teacher asked me to get up to answer a question, and my answer was very unsatisfactory. At that time, I was in a bad mood and struggled for a long time. Later, the teacher led a class discussion session, I was pulled back from the self-blame, and gradually recovered.” Subject M’s motivation level maintained a substantial increase in the first 30 minutes of the class and reached a steady state after 30 minutes, M explained, “I was in a good mood that day and was in good shape before class. The main content of the class revolves around World War II, which is a topic I am very interested in. In the meantime, the teacher also let us enjoy the wartime video of the Battle of Britain, and imitated Churchill’s impassioned wartime speech, which is great. Later, the teacher gave some audios and a lot of text materials, which felt a little boring, and at the end of a class, I was a little tired, and my interest was not so high.” In contrast, subject W’s motivation level changed slightly throughout the class, but it was generally in a downward trend. Additionally, between 10 and 25 minutes of this session, 3 subjects were basically in the stable and improving stage of motivation level (subject C and subject W performed most prominently); during this period, the teachers mainly adopted the classroom design form of audio + video + subtitle language input mode; this shows that multimodal language input has an effective stimulating effect on learners’ motivation [28, 29]. From this, the change of learners’ individual classroom motivation is mainly due to the influence of classroom environment factors. The design of classroom activities and the form of language input have obvious regulatory effects on learners’ short-term learning motivation.


## 4.3.1. The Relative Stability of Motivation

As shown in Figures12–14, subject C’s motivation changes in the three lessons are all between 80 and 90, the motivation level is high, and the motivation trajectories of multiple nodes are close to the same, the range of change is small. The motivation of subject M in the 3 lessons varies from 55 to 85, and the motivation level is in the middle level and the change range is large. Subject W’s motivation changes in the 3 lessons basically ranged from 30 to 40; the motivation level was low and the change range was small. The average value of the dynamic changes of motivation displayed by the three subjects in the three lessons is consistent with the results of the static questionnaire conducted before the experiment, which indicates that the motivation level of the second language learners is relatively stable within a certain period.In summary, the “future second language self-direction” (including goal orientation and vision and imagery) of the three subjects was the cyclic attractor of their second language classroom motivation system; on the premise of not changing the development direction of motivation and the range of level changes, it plays a major guiding role in the motivational intensity of individual learners, thus contributing to the relatively stable development of L2 motivation.


## 4.3.2. Development of Nonlinear Dynamic Changes

The development trend of second language motivation is relatively stable, but the trajectories of the three subjects’ classroom motivation also show the diversity and difference of ups and downs.As shown in Figure15, group motivation develops steadily; motivation levels fluctuated between 55 and 65, with no large fluctuations. The motivation levels of the three subjects in Figure 16 all changed significantly. Subject C’s motivation remained at a high level; subject M changed most obviously; the level of motivation has been increasing; subject W has been in a low level of motivation. The above results show that the developmental trajectory of group motivation does not coincide with the developmental trajectory of individual motivation. Therefore, the group motivation level cannot represent the specific motivation level of the individual learners in the group and may mask the typical characteristics of individual motivation development.Figure 15
Change track of group motivation in the first lesson.Figure 16
Change track of individual motivation level in the first lesson.In addition, the motivational development trajectories of the three subjects in the same session were also constantly changing and distinct. Subject C’s motivation level increased steadily during the first 30 minutes of class, but dropped abruptly between 30 and 35 minutes. Subject C explained, “At that time, the teacher asked me to get up to answer a question, and my answer was very unsatisfactory. At that time, I was in a bad mood and struggled for a long time. Later, the teacher led a class discussion session, I was pulled back from the self-blame, and gradually recovered.” Subject M’s motivation level maintained a substantial increase in the first 30 minutes of the class and reached a steady state after 30 minutes, M explained, “I was in a good mood that day and was in good shape before class. The main content of the class revolves around World War II, which is a topic I am very interested in. In the meantime, the teacher also let us enjoy the wartime video of the Battle of Britain, and imitated Churchill’s impassioned wartime speech, which is great. Later, the teacher gave some audios and a lot of text materials, which felt a little boring, and at the end of a class, I was a little tired, and my interest was not so high.” In contrast, subject W’s motivation level changed slightly throughout the class, but it was generally in a downward trend. Additionally, between 10 and 25 minutes of this session, 3 subjects were basically in the stable and improving stage of motivation level (subject C and subject W performed most prominently); during this period, the teachers mainly adopted the classroom design form of audio + video + subtitle language input mode; this shows that multimodal language input has an effective stimulating effect on learners’ motivation [28, 29]. From this, the change of learners’ individual classroom motivation is mainly due to the influence of classroom environment factors. The design of classroom activities and the form of language input have obvious regulatory effects on learners’ short-term learning motivation.


## 5. Conclusion

The author is supported by the theory of “complex dynamic development concept” and “second language motivation self-system,” implemented case tracking for 3 English majors, using the time series method, the personality dynamic method, and the equivalent modeling method to explore the multimodal language input conditions, the dynamic change development characteristics, and situational influencing factors of second language classroom motivation. Research indicates, under the condition of multimodal language input, the motivation of individual learners in the second language classroom shows the relative stability of the dynamic development trend, and the nonlinear dynamic development characteristics of a specific period. On the one hand, individual learners’ future L2 self-direction is a higher-order attractor that maintains the stability of motivation levels. On the other hand, learners’ language acquisition level, classroom learning content and input modality, and teacher and peer behaviors are the key situational factors for the dynamic changes of individual learners’ classroom motivation [30].



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