Speaker
Abstract section 1: Relevance
Recent research in applied linguistics emphasizes the importance of multimodality in professional communication. In healthcare settings, communication involves not only spoken or written language but also visual information, gestures, spatial arrangements, and medical artifacts. However, English education for healthcare professionals often focuses primarily on linguistic forms. This presentation addresses this gap by examining multimodal communication in medical contexts and discussing its implications for English for Medical Purposes instruction.
Abstract section 3: Content/method
The study draws on needs analysis data collected from medical students and healthcare professionals. Data sources include interviews, classroom observations, and analysis of authentic communication tasks. The data were analyzed from a multimodal perspective, focusing on the interaction between language, visual resources, spatial positioning, and professional practices.
Abstract section 2: Contribution/research questions
１．How is English used multimodally in healthcare communication? ２．What multimodal literacy skills are required for healthcare professionals?
Abstract section 4: Outcomes/results
The findings suggest that effective healthcare communication requires multimodal literacy, including the ability to interpret visual information, coordinate speech with spatial interaction, and communicate within complex professional environments. The presentation introduces a pedagogical framework for developing multimodal English literacy and provides practical classroom applications for English for Medical Purposes courses.
| Title | Multimodal Literacy in English for Medical Purposes |
|---|---|
| Teaching Context | College and university education |