Multimodal approaches in teaching and learning of German grammar: The implications

Abstract

It is a clear fact that effective language teaching and learning cannot be restricted to a single mode. Therefore, meaning-making through different means can never be overemphasized in foreign language teaching and learning. Researchers have studied multimodal interaction from different perspective, little attention has been given to the possibilities multimodal approach offers in teaching and learning of German grammar. Adopting multiple modes and approaches is a usual norm in the domain of foreign language teaching and learning. Considering the instructional materials that are often designed for it, we realise that naturally they are of multimodal dimension, although not formerly recognised as what is presently regarded as multimodality. This study examined the interaction and integration of multimodal approaches in selected German grammar textbook (Schritte Plus 1). It identified, categorised and analysed different modes adopted in the selected textbook. The aim is to examine the extent multimodality as a domain has been inculcated in designing this instructional material, which has brought numerous transformations that enhanced teaching and learning of German Grammar. Hodge and Kress Social Semiotic Theory (1988) was adopted for the examination of the interaction of different modes that establish multimodal dialogue in teaching and learning of German grammar. The study reveals that the use of different modes has the ability of promoting independent learning, enhances motivation to learning and exposes learners and teachers to different patterns and styles of meaning construction.