| 英文摘要 |
The advancement of digital technology has enabled language learners to engage in digital multimodal composition (DMC) for inter- and intra-cultural communication. While DMC holds strong potential for fostering multiliteracies, learners often struggle to orchestrate semiotic modes in ways that support clear, coherent meaning-making. Particularly, how intermodal cohesion and tension function in effective multimodal combinations remains underexplored, especially in intracultural communication contexts. To address this gap, this study investigates intermodal relationships in a group-based intracultural video-making project conducted in an undergraduate EFL context in Taiwan. Guided by the Learning by Design framework, which scaffolds multimodal composition through iterative processes of experiencing, analyzing, and applying, 69 Applied English majors created videos representing aspects of Taiwanese cultural identity such as food, tea culture, local beliefs, and heritage. Sixteen student-produced videos were analyzed using an adapted intermodal relationship framework focusing on cohesion and tension. Findings indicated that visual-linguistic, audio-visual, and gestural-linguistic multimodal combinations were most prevalent, with tension and cohesion emerging as dominant intermodal relationships. Visual-linguistic was the most frequently used multimodal combination, showing prominent features of augmentation under tension and redundancy under cohesion. The results suggest learners’ tendency to prioritize cohesive strategies to ensure communicative clarity while selectively employing tension to enrich meaning. The study offers concrete insights into how video-making can be pedagogically structured to support more deliberate and effective multimodal meaning-making in EFL classrooms. |
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