The Effects of Multimodal Communication Classroom on the Learning Performance of EFL Learners from the Perspective of Translanguaging

Abstract

Daily communication is often pertained to multimodality since people will utilize various expressions to extend meanings. The paper attempts to explore the effects of multimodal semiotics on the academic achievement of EFL learners in China. In the meantime, the 21st century has viewed the significance of translanguaging pedagogy, such education method is common in Chinese classrooms since teachers tend to shuttle between Chinese and English in order to describe new knowledge in detail. The article intends to investigate the meaning of multimodal communication which is one of natures of translanguaging. The paper makes exploration on the EFL learners’ performance and their preference toward the pedagogical methods in terms of questionnaire and field observation. It can be concluded that translanguaging shapes a new perspective of bilingual or multilingual education. Besides, multimodal semiotics classroom and free language usage among classmates and teachers show remarkable efficiency on the knowledge learning. Furthermore, students demonstrate optimistic attitude toward the translanguaging pedagogy. The article proposes suggestions for futuristic education which should utilize multimodal ways under the translanguaging practice to inculcate knowledge and foster talents.