Multimodal reading and second language learning

Abstract

Most of the texts that second language learners engage with include both text (written and/or spoken) and images. The use of images accompanying texts is believed to support reading comprehension and facilitate learning. Despite their widespread use, very little is known about how the presentation of multiple input sources affects the attentional demands and the underlying cognitive processes involved. This paper provides a review of research on multimodal reading, with a focus on attentional processing. It first introduces the relevant theoretical frameworks and empirical evidence provided in support of the use of pictures in reading. It then reviews studies that have looked at the processing of text and pictures in first and second language contexts. Based on this review, main gaps in research and future research directions are identified. The discussion provided in this paper aims at advancing research on multimodal reading in a second language. Achieving a better understanding of the underlying cognitive processes in multimodal reading is crucial to inform pedagogical practices and to develop theoretical accounts of second language multimodal reading.