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A good example of this is films, which combine visual modes (in setting and in attire), modes of dramatic action and speech, and modes of music or other sounds. Studies of multimodal work in this field include van Leeuwenvan; [9] Bateman and Schmidt; [10] and Burn and Parker's theory of the Kineikonic Mode. [11]
Multimodal pedagogy is an approach to the teaching of writing that implements different modes of communication. [ 1 ] [ 2 ] Multimodality refers to the use of visual, aural, linguistic, spatial, and gestural modes in differing pieces of media, each necessary to properly convey the information it presents.
Two major groups of multimodal interfaces have merged, one concerned in alternate input methods and the other in combined input/output. The first group of interfaces combined various user input modes beyond the traditional keyboard and mouse input/output, such as speech, pen, touch, manual gestures, [21] gaze and head and body movements. [22]
The Makaton Language Programme uses a multimodal approach to teach communication, language and, where appropriate literacy skills, through a combination of speech, signs, and graphic symbols used concurrently, or, only with speech with signs, or, only with speech with graphic symbols as appropriate for the student's needs. [3]
Speech–language pathology (a.k.a. speech and language pathology or logopedics) is a healthcare and academic discipline concerning the evaluation, treatment, and prevention of communication disorders, including expressive and mixed receptive-expressive language disorders, voice disorders, speech sound disorders, speech disfluency, pragmatic language impairments, and social communication ...
A disfluence or nonfluence is a non-pathological hesitance when speaking, the use of fillers (“like” or “uh”), or the repetition of a word or phrase. This needs to be distinguished from a fluency disorder like stuttering with an interruption of fluency of speech, accompanied by "excessive tension, speaking avoidance, struggle behaviors, and secondary mannerism".
Multiliteracy (plural: multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. [1] The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation.
Models of language processing can be used to conceptualize the nature of impairment in persons with speech and language disorder. For example, it has been suggested that language deficits in expressive aphasia may be caused by excessive competition between lexical units, thus preventing any word from becoming sufficiently activated. [9]
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