Chinese Vocational College EFL Students’ Multimodal Resource Use for English Dialogue Learning

Abstract

Oral English is still a major weakness for Chinese vocational college students, the article explores the use of multimodal resources by Chinese vocational college students for English dialogue learning from the perspective of multimodal conversation analysis. 81 non-English major freshmen participated in the study as research participants. Using multimodal qualitative analysis a two-month data collection was conducted. The results show that students in order to be able to read and recite English dialogues, will identify sentences and guide with a finger or a pen, scan the QR code audio on the textbook with a cellphone, listen and imitate the dialogue along and gaze at partner’s eyes and interact with the partners. Research has shown that Chinese vocational college students unconsciously utilize their own multimodal resources in the process of English dialogue learning. The use of these multimodal resources can effectively assist students in learning and consolidating English dialogues, providing practical references for the oral teaching reforms of English or other languages.