Leveraging Multi-Modal Discourse Analysis for Effective Foreign Language Teaching to Non-Native Speakers

Abstract

This study examines the relationship between multi-modal discourse analysis and effective foreign language teaching to non-native speakers.
A mixed-methods approach was used to survey over 120 students in an English preparatory class ranging from A1 to C1 levels. We also had focus group discussions with additional 50 students still within the same levels of English preparatory class. Our findings reveal that students prefer an English Teacher who also speaks their indigenous language for ease of understanding. For example, majority of the Turkish students in the English Language preparatory class will be more comfortable having a Turkish-language speaking Teacher as their English Teacher. They claim that this is desirable because if they have any problems with understanding English vocabulary or grammar, the Turkish-speaking Teacher will explain in Turkish Language for ease of understanding.
However, while this approach appears to be an easy way out, it is actually crippling as it does not allow room for considerable and progressive foreign language immersion. The students end up not fully grasping the foreign language in totality as they fall back on vocabulary of their native language for a better understanding of the foreign language. This is a drawback that impedes effective learning. This is where Discourse Analysis comes to a relevant play. This study contributes to a potential growing body of research on how a foreign language Teacher can leverage Multi-Modal Discourse Analysis to effectively and successfully teach non-native speakers without the drama of recourse to an indigenous language.