Abstract
Language learning is an inherently multimodal process, engaging visual, textual, and auditory elements. This study explores the role of images in English language teaching (ELT) materials, particularly focusing on textbooks and instructional photographs. By examining a selection of widely used ELT books, this research investigates how visual elements interact with textual content to enhance comprehension, retention, and engagement. Through a cognitive semiotic framework, the study evaluates the extent to which images serve as scaffolding tools that bridge conceptual gaps and support language acquisition. Additionally, empirical data from learners’ interactions with visual materials provide insights into their effectiveness. The findings contribute to the broader discussion of multimodality in language education, offering implications for instructional design and curriculum development. This research underscores the importance of strategic image use in ELT materials to foster deeper learning and engagement.
Presenters
Marina YesipenkoPhD Researcher, Electronic Culture and Semiotics, Charles University, Czech Republic
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Multimodality, Cognitive Semiotics, ELT books, Language Learning and Acquisition
