Developing multimodal communication competence for Grade 6 and Grade 7 students through speaking and listening instruction

Abstract

This paper investigates the development of multimodal communication competence for grade 6 and 7 students through teaching speaking and listening in Literature under the orientation of the 2018 General Education Program. Based on a theoretical analysis of multimodal communication, the study clarifies its concept, structure, and role in enhancing students’ communicative effectiveness and learning outcomes at the lower secondary level. In addition, the paper examines the required outcomes and the speaking and listening contents in the grade 6 and 7 Literature curriculum and textbooks to identify opportunities for integrating multimodal communication competence into teaching practice. Accordingly, two main groups of pedagogical measures are proposed: designing digital learning materials as scaffolds to support students in recognizing, selecting, and coordinating communicative modes; and applying active teaching techniques to increase practice, interaction, and criteria-based feedback. The findings contribute to providing both theoretical foundations and practical orientations for organizing speaking and listening instruction toward the development of multimodal communication competence in lower secondary Literature education.