مريم گل كارزاده

Comics as multimodal products provide a rich context for investigating cross-modal interactions of verbal an‎d visual modes. This study highlights the significance of cross-modal cohesion in educational comics, addressing a gap in Multimodal Discourse Analysis (MDA) to investigate underexplored mechanisms of cross-modal cohesion in educational narrative comics in the EFL context. To bridge this gap, this thesis proposed an‎d applied a Triadic Model of Cross-Modal Cohesion, as an integrative framework, to examine the interplay of textual an‎d visual elements through the lenses of an integrative framework combining, Cohn’s (2013a) text-image relations (Micro-level), Bateman an‎d Tseng’s (2018) identity chains (Meso-level), an‎d McCloud’s (1993) panel transitions (Macro-level). A corpus of 52 educational comics (296) panels was systematically analyzed through a qualitative MDA design. As the findings reveal, cross-modal cohesion is not the result of isolated features but emerges from a recursive interplay between Micro→Meso→Macro→Micro layers. The study concludes that effective EFL comics are meticulously engineered multimodal environments where cohesion functions as a self-reinforcing instructional mechanism to support comprehension, reinforce vocabulary, an‎d regulate learnersʹ cognitive load. Offering a novel analytical tool for researchers an‎d a practical framework for EFL material designers, the proposed Triadic Model can be applied to critically eva‎luate an‎d design more effective, engaging, an‎d coherent multimodal narratives.

مالتي مداليتي , انسجام ساختاري چند وجهي , استان هاي مصور آموزشي , طراحي مواد آموزشي زبان انگليسي , تحليل گفتمان چند وجهي , درك مطلب

Multimodality , Cross-Modal Cohesion , Educational Comics , EFL Material Design , Multimodal Discourse Analysis (MDA) , Narrative Comprehension

Golkarzadeh

Dr.Abdollahzadeh