Abstract
The integrated research of multimodality and language teaching is still at its infant stage in China. Multimodal studies abroad and home focus more on theoretical discussion; empirical studies need to be strengthened. This paper tries to make up for the deficiency, combining the theory and empirical research together to bring multimodal research findings into business English writing class. The paper first covers a literature review on multimodality of both abroad and home. And then, based on Halliday’s systemic functional grammar and Kress and van Leeuwen’s image grammar, a teaching model for the present study is proposed. Finally, multimodality-based experiment is done to verify the results of multimodal teaching. It testifies the feasibility and effectiveness of multimodal discourse analysis on pedagogies in the business English writing class.
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