A Study on Senior High School English Reading Instruction Guided by Multimodal Discourse Analysis

DOI

10.2991/978-2-38476-597-3_21How to use a DOI?

Keywords

Senior High School English; Reading Instruction; Multimodal Discourse Analysis

Abstract

Multimodal discourse analysis offers a framework to address limitations in traditional English reading instruction. This study develops a hierarchical teaching model for senior high school by integrating theory with practical reflection. The model demonstrates value in enhancing comprehension and competencies, while also identifying implementation challenges in the Chinese context and suggesting targeted improvements.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yuting Wang
PY  - 2026
DA  - 2026/07/13
TI  - A Study on Senior High School English Reading Instruction Guided by Multimodal Discourse Analysis
BT  - Proceedings of the 4th International Conference on Language and Cultural Communication (ICLCC 2026)
PB  - Atlantis Press
SP  - 184
EP  - 190
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-597-3_21
DO  - 10.2991/978-2-38476-597-3_21
ID  - Wang2026
ER  -