One specific problem noticed in the finding is that multimodal approach requires expertise of the teacher. Naive application does not yield desired results. The circles clearly displayed the interrelationship between different nodes that are essential and add value to the learning process. The author has the vision to simplify the teaching process with reliable pedagogical approach where the teacher should necessarily be ready to plan and implement it.
This evidence based research article with dialect and table is certainly helpful to the learners as well as teachers. It encourages the learners to adopt this format of learning to achieve better outcomes. In addition to it, the article presents a realistic solution that can solve the problems faced by multicultural learners throughout the world. It is customizable and accurate and these shape up the research implications with positive impacts.
Leung and Street (2012) have worked on the norms and practices meant for English as a part of their curriculum. The norms listed focused on competences over sociolinguistic, grammar, strategic and discourses. Though this was applied to the students at a classroom level, it has the potential to act as hindrance in the case of classes with students from multiple cultures. The norms might sound easier to practice for the native learners while the educators might find it difficult to communicate to the rest of the students. In this particular case, multimodal approach can be of specific help.
If multimodal approach is used here instead of the theories suggested by Leung and Street (2012), the former would have had positive outcomes than the latter. These norms can be distributed and taught through multiple modals such as digital platform, gestures and dialects. All these together can yield desired outcomes. Further, it is also feasible to achieve grammatical and discourse competences with the technique suggested by Walsh et al (2015). Instead of rigid practices for the students, it is appropriate to teach them in a flexible format with the use of multiple modals. This can be suitable for the native learners as well as others.
Yet another application of the research made by Walsh et al (2015) is in the study of Kaspar and Omori (2010). The latter has studied the language from the perspective of cultural competence. The authors have also assessed the case of multicultural learners with supporting psychological theories and communication accommodation theory which will serve as a motivating aid. The speech act pragmatics established by the authors would build confidence and interpersonal understanding. Unfortunately, it might fail to establish the foundation of learning and this can affect the learners on a long term. Further, the research also remains at the basic level and does not guide the teachers.
In the category of interactional sociolinguistics, it is appropriate to add the pedagogy researched by Walsh et al. (2015). This multimodal approach develops the interaction and also the understanding between the participants. This application can lay as the foundation to categorize between the members and choose the right pedagogy to perform knowledge transfer. This will also eliminate the cultural differences in classroom and bring a unity in the learning of the language English. This approach is even productive and assures of better results.
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