本书主要以功能语言学和多模态话语分析理论为依托，以如何培养学生的语篇能力和自主学习能力为研究目标，通过实证性研究，指导学生理解和运用语篇语义框架构建资源以及掌握和运用语类知识，获得独立建构适于交流目的的语篇能力。

Chapter One Multimodal Texts and Language Proficiency
1.1 Literature Review
1.2 Technology and Muhimodal Learning
1.3 Aims and Objectives of the Research Study
1.4 Three Questions to Take into Consideration
1.5 Significance of the Study for Language Teaching and Learning
1.6 Interpretive Assumptions
Chapter Two Review of Previous Research into the Acquisition of English
Language Proficiency
2.1 English Language Proficiency
2.2 English Language Proficiency Levels
2.3 Systemic Functional Linguistics
2.4 Muhimodal Literacy
2.5 Emergence and Role of Multimodality in Communication and Learning
2.6 Multimodality and Second Language Learning
2.7 Tools We Use in Muhimodal Literacy Instruction
2.8 Learning with Multimedia
2.9 Principles of Multimedia
Chapter Three The Scope of the Visual in Education
3.1 Visual Intelligence
3.2 Visual Design of Learning Spaces and Visual Displays
3.3 Visual Materials in Learning Spaces
3.4 Visual and Muhimodal Teaching
3.5 Visual and Muhimodal Learning
Chapter Four A Multimodal Case Study of EAP Textbooks
4.1 Multimodality in ESP
4.2 ESP Meaning-making Skills : Learner Authorship
4.3 Intersemiosis:Meaning Construction Through Text-image Relationships
4.4 The Textbook
4.5 So Semiotic Visual Theory
4.6 Methodology
4.7 Summary
4.8 Implications
Chapter Five Technology and Multimodal Texts
5.1 Technology
5.2 Information Technology
5.3 Multimoda] Texts
5.4 Theoretical Framework
5.5 So Constructivism
5.6 A Modeling Approach
5.7 The Causal Framework
5.8 Technology and Learning Needs
5.9 Reasons for Enrolling in the Communicative English One Course
5.10 The Mediating Effects on Change in English Language Proficiency
Chapter Six Multimodality and Reading
6.1 Theory of Reading Comprehension
6.2 Analysis of Data
6.3 Result and Discussion
6.4 Conclusion
6.5 Questions for Discussion
6.6 Summary of Findings
Chapter Seven Multimodal Communication in the Instruction of Learners
with Hearing Impairment
7.1 Multimodal Communication
7.2 Hearing Impairment
7.3 Inclusion and Inclusive Education
7.4 Teacher Preparation for Inclusive Settings
7.5 A Communicative Environment
7.6 The Communication Challenges Faced
7.7 Perceptions on the Video-based Material "Teachers for All"
7.8 Conclusion
Chapter Eight Multimodality and Communication
8.1 Theoretical Frame Work and Related Literature
8.2 Methodology
8.3 Video-based Material "Teachers for All"
8.4 Main Data Collection
8.5 Observation Procedure
8.6 Organization and Analysis of Data
8.7 Presentation and Analysis
Chapter Nine The Future of Multimodality
9.1 New Opportunities for Learners'Identity Formation
9.2 Rethinking Literacy and Learning
9.3 Rethinking Teaching
9.4 Implications for Policy and Practice
9.5 Implications for Future Research
References
Appendix A Selected Verbal Analysis of Reference
Appendix B Selected Verbal Analysis of Lexical Relations
Appendix C Selected Intersemiotic Analysis of Intermodal Identification