Multimodal discourse, particularly creolized texts combining verbal and non-verbal elements, is increasingly vital in modern language education for fostering linguistic and intercultural communicative competencies. This study investigates the advantages of creolized texts in teaching English as a foreign language (EFL) in English and Uzbek educational contexts. Using a mixed-methods approach, including linguistic analysis of creolized texts and an experimental study with 70 economics undergraduates and 20 instructors, the research examines how multimodal strategies enhance language learning outcomes. Results show a 13–15% increase in student productivity when using creolized texts compared to traditional texts, with first-year students valuing their engaging nature and senior students appreciating critical thinking development. Uzbek contexts emphasize cultural symbolism, while English contexts prioritize analytical clarity. The study identifies key verbal and non-verbal markers that enhance pragmatic potential and proposes pedagogical strategies for optimizing multimodal discourse in EFL teaching.
| Mualliflar | Mirzaev, Djasur, Мирзаев, Джасур, Mirzayev, Djasur |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-06-25 |
| Jild | 3 |
| Son | 6/S |
| Betlar | 153-158 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss6/s-pp153-158 |
DOI: 10.47689/2181-3701-vol3-iss6/s-pp153-158 · Maqolaning asl sahifasi
multimodal discourse, creolized texts, English as a foreign language, intercultural communicative competence, linguistic analysis, Uzbek education, pedagogy, critical thinking, multimodaliy diskurs, kreolizatsiyalangan matnlar, ingliz tili chet tili sifatida, madaniyatlararo kommunikativ kompetensiya, lingvistik tahlil, o‘zbek ta’limi, pedagogika, tanqidiy fikrlash, мультимодальный дискурс, креолизованные тексты, английский как иностранный язык, межкультурная коммуникативная компетенция, лингвистический анализ, узбекское образование, педагогика, критическое мышление
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