Multimodal Representation of Online Dictionaries to Assist Medical English Listening, Speaking, and Viewing Classroom
DOI: https://doi.org/10.62517/jhve.202416417
Author(s)
Chen Yanping1,2
Affiliation(s)
1Guangdong University of Foreign Studies, Guangzhou, Guangdong, 510420, China
2Jinan University, Guangzhou, Guangdong, 510632,China
Abstract
Multimodality refers to the blend of different symbol systems, like music and text, used in communication or behavior. Modality is how humans interact with the external environment, like objects, animals, or machines, through their senses, including sight, hearing, touch, and so on. Meaning is achieved by integrating multiple modalities. Through social use, all modalities become conventionalized, forming symbolic resources. All natural discourse is multimodal. Online dictionaries utilize new media devices like smartphones, tablets, and laptops. With the rapid development of network technology, online dictionaries are increasingly incorporating multimodal representations. In addition to providing textual definitions, examples, and other information, they are incorporating visual, auditory, olfactory, and gustatory elements, stimulating learners through multiple senses. This promotes the transition from binary reading to multi-modal reading comprehension. The Ministry of Education's 2020 revised "University English Teaching Guide" states that ESP (English for Specific Purposes) focuses on strengthening students' ability to communicate academically and professionally in English, thereby enhancing their academic and professional skills. "Medical English Listening and Speaking" is one of the foundational ESP courses in medical English and plays a vital role in language teaching. This paper aims to explore how multimodal representations in online dictionaries can be applied to medical English listening and speaking classroom instruction, drawing upon practical examples from Youdao Dictionary and Longman Dictionary of Contemporary English (6th Edition).Teaching in Medical English Listening and Speaking courses is primarily divided into three modules: a vocabulary module as the foundation of language input, a listening video module for text input, and a translation or question-and-answer module emphasizing language output functions. The entire teaching process can be divided into pre-class vocabulary preparation, in-class listening input, and post-class translation or question-answer language output. Integrating the multimodal representations of online dictionaries with these three stages can facilitate the comprehensible input of language, leading to improved language output.
Keywords
Multimodal Representation; Online Dictionary; Classroom Practice
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