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Less Frequently Used Research Methodologies in Applied Linguistics
Edited by A. Mehdi Riazi
[Research Methods in Applied Linguistics 6] 2024
► pp. 68–82

Chapter 5
Applying multimodal analysis

Embodied teaching and textbook analysis

| National Institute of Education
| National Institute of Education
| National Institute of Education
This chapter builds on Chapter 4 and introduces two main applications within applied linguistics stemming from a systemic-functional semiotic theory of multimodality: embodied teaching and language textbook analysis. The chapter first gives a brief overview of the broader field of research that each of these applications is located in. Then each focal area is elaborated and illustrated via a case study conducted by the authors. Each case study provides a rationale for why multimodal analysis is appropriate given the research focus and questions, demonstrates how multimodal analysis was implemented and conducted, and reflects on the challenges of its implementation in applied linguistic research contexts.
Article outline
  • 1.Introduction
  • 2.An overview of the research focus and the case studies
    • 2.1Embodied teaching
    • 2.2Language textbook analysis
  • 3.Why multimodal analysis?
    • 3.1Multimodality in embodied teaching
    • 3.2Multimodality in analyzing language textbooks
  • 4.Implementing the studies using multimodal analysis
    • 4.1Case study 1: Systemic-functional multimodal discourse analysis (SF-MDA) of embodied teaching
    • 4.2Case study 2: Conducting multimodal language textbook analysis
  • 5.Conclusions
  • References
Published online: 5 January 2024
DOI logo
https://doi.org/10.1075/rmal.6.05wen
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