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【Abstract】Nowadays， teachers impart knowledge by means of various modalities， including videos， animation， diagrams， and PowerPoint （PPT）. Hence， developments in pedagogy have brought about the rise of multimodality pedagogy in the classroom. This study aims to examine the effectiveness of multimodality pedagogies in English-language intensive reading classes at the college level. It selects four cases from a national college English teaching contest and analyzes how teacher-contestants use verbal and nonverbal modalities to achieve their teaching objectives. Two standards are used to assess their teaching effectiveness： students’ reactions and judges’ comments. The study also makes recommendations for instructors who are interested in multimodality pedagogies in teaching activities.
【Key words】Multimodality； intensive reading； multimodality pedagogy
1. Introduction
In traditional English reading classes， the teacher’s job is to teach knowledge mainly by spoken language and written language. Therefore， teacher’s discourse is the main teaching method， which means the teacher plays the dominant role in class. Currently， people send information through graphics， pictures， audio messages， and videos instead of verbal language and writing. The same changes have occurred in the classroom that knowledge can be imparted by means of various modalities， including videos， animations， PowerPoint， or diagrams. With changing classroom settings， multimodality pedagogies have been widely utilized in college English classes. Some instructors teaching intensive reading classes have undoubtedly integrated multimodality pedagogies into their instructional activities.
2. Review of Literature
As to the previous studies on intensive reading from the traditional teaching method， there was also something about the reading strategy written by Anderson： Exploring Second Language Reading： Issues and Strategies （2004）； Key Issues in Teaching EFL/ESL Intensive Reading： A Videotaped Self-Observation Report （Widodo， 2009）.
Chinese researchers and instructors have conducted research in the context of multimodality pedagogies. Some scholars in the literature who study multimodality pedagogies， such as Lv and Mu （2014） and Song （2013）， put forward recommendations as to how the new pedagogies can stimulate students in their reading classes as well as enhancing students’ learning.
Scholars such as Lv and Mu （2014） have researched the effect of multimodal teaching on college students’ reading ability. The results indicated that multimodal pedagogies have positive effects on students’ reading ability. Researchers have also studied the use of multimodal teaching of college reading in particular. Song （2013） explored multimodality pedagogies used in teaching intensive reading and addressed the question of effective application of multimodalities in the classroom： How does the multimodal design of class activities enhance the students’ learning input and make the output efficient？ The results implied that multimodality can be applied in English teaching to great effect.
These researchers have contributed to the development of multimodality pedagogies， which are the basis of the present study on how learners and teachers interact with multimodal materials in the English reading classroom. Previous scholars have noted that the application of multimodality has become a recent trend in foreign language teaching.
Researchers who have addressed this topic， including researchers abroad （Wyatt. Smith
【Key words】Multimodality； intensive reading； multimodality pedagogy
1. Introduction
In traditional English reading classes， the teacher’s job is to teach knowledge mainly by spoken language and written language. Therefore， teacher’s discourse is the main teaching method， which means the teacher plays the dominant role in class. Currently， people send information through graphics， pictures， audio messages， and videos instead of verbal language and writing. The same changes have occurred in the classroom that knowledge can be imparted by means of various modalities， including videos， animations， PowerPoint， or diagrams. With changing classroom settings， multimodality pedagogies have been widely utilized in college English classes. Some instructors teaching intensive reading classes have undoubtedly integrated multimodality pedagogies into their instructional activities.
2. Review of Literature
As to the previous studies on intensive reading from the traditional teaching method， there was also something about the reading strategy written by Anderson： Exploring Second Language Reading： Issues and Strategies （2004）； Key Issues in Teaching EFL/ESL Intensive Reading： A Videotaped Self-Observation Report （Widodo， 2009）.
Chinese researchers and instructors have conducted research in the context of multimodality pedagogies. Some scholars in the literature who study multimodality pedagogies， such as Lv and Mu （2014） and Song （2013）， put forward recommendations as to how the new pedagogies can stimulate students in their reading classes as well as enhancing students’ learning.
Scholars such as Lv and Mu （2014） have researched the effect of multimodal teaching on college students’ reading ability. The results indicated that multimodal pedagogies have positive effects on students’ reading ability. Researchers have also studied the use of multimodal teaching of college reading in particular. Song （2013） explored multimodality pedagogies used in teaching intensive reading and addressed the question of effective application of multimodalities in the classroom： How does the multimodal design of class activities enhance the students’ learning input and make the output efficient？ The results implied that multimodality can be applied in English teaching to great effect.
These researchers have contributed to the development of multimodality pedagogies， which are the basis of the present study on how learners and teachers interact with multimodal materials in the English reading classroom. Previous scholars have noted that the application of multimodality has become a recent trend in foreign language teaching.
Researchers who have addressed this topic， including researchers abroad （Wyatt. Smith