Exploring Multimodal Meaning-Making in Lecturer Discourse: Language, Gesture, and Space in CEW Classrooms

Abstract

Multimodality has emerged as a prominent focus in applied linguistics, particularly in exploring how meaning is constructed in classroom contexts. This study investigates how lecturers construct meaning through multimodal communication in College English Writing (CEW) classrooms, adopting the framework of Systemic Functional–Multimodal Discourse Analysis (SF-MDA). While much research on classroom discourse often centers on verbal interaction, this study highlights the integrated roles of language, gesture, and spatial positioning as semiotic resources that shape student engagement. The study asks: (1) How do CEW lecturers use language, gesture, and spatial positioning to co-construct meaning in classroom instruction? (2) In what ways does multimodal communication influence student engagement and support the teaching of writing in CEW classrooms? An ethnographic approach was employed to capture authentic classroom practices. Data were collected through participant observations and video recordings of two lecturers at a Chinese university, focusing on segments involving explicit instruction, feedback, and interaction. Transcripts were annotated using the ELAN tool, analyzing linguistic choices alongside gesture types and spatial positioning. Findings reveal that lecturers use gesture and space not merely to supplement spoken language, but to co-construct meaning in ways that enhance writing instruction. Gestures facilitated explaining writing concepts, while spatial positioning contributed to interpersonal alignment and textual organization. The study concludes that developing multimodal awareness is essential for delivering effective and engaging instruction in CEW classrooms. It also suggests directions for future research in multimodal classroom discourse analysis.