Fostering multimodal communicative competence in L2 english: Teaching practices and perspectives for professional development
Zoghlami, Naouel
Fostering multimodal communicative competence in L2 english: Teaching practices and perspectives for professional development - 2026.
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In this article, we explore multimodal communicative competence in L2 English for professional purposes, given that communication today is sustained by technology and occurs in a globalized context. More specifically, we examine the extent to which teaching practices prepare learners to develop these skills, which represents a challenge for higher education institutions. To this end, we study in particular the non-verbal part of communication as developed in an L2 English learning environment specifically designed and implemented for the training of professional adults enrolled in a continuing training program in the LSP sector. Our results show that language teachers are indeed involved in the development of learners’ multimodal communicative competence — an essential skill, since becoming a professional entails mastering the semiotic resources employed by the professional community — but to varying degrees, and that they would benefit from support in order to further develop critical semiotic awareness and research-informed pedagogical practices.
Fostering multimodal communicative competence in L2 english: Teaching practices and perspectives for professional development - 2026.
54
In this article, we explore multimodal communicative competence in L2 English for professional purposes, given that communication today is sustained by technology and occurs in a globalized context. More specifically, we examine the extent to which teaching practices prepare learners to develop these skills, which represents a challenge for higher education institutions. To this end, we study in particular the non-verbal part of communication as developed in an L2 English learning environment specifically designed and implemented for the training of professional adults enrolled in a continuing training program in the LSP sector. Our results show that language teachers are indeed involved in the development of learners’ multimodal communicative competence — an essential skill, since becoming a professional entails mastering the semiotic resources employed by the professional community — but to varying degrees, and that they would benefit from support in order to further develop critical semiotic awareness and research-informed pedagogical practices.
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