探究數位多模態創作中的跨模態關係：同文化影片所呈現之張力及凝聚力

Examining Intermodal Relationships in Digital Multimodal Composition: Tension and Cohesion in Intracultural Video-Making

數位科技的進展使語言學習者得以透過數位多模態創作進行跨文化與同文化溝通。儘管數位多模態創作在培養多元素養方面具有高度潛力，學習者往往仍難以有效協調不同的符號模態以達到清楚且具連貫性的意義建構。尤其是在同文化溝通情境中，跨模態的凝聚與張力如何在有效的多模態組合中發揮作用，至今仍缺乏深入探討。本研究以臺灣某大學英語為外語情境中的小組同文化影片製作專題為例，探究學習者的跨模態關係。透過「設計式學習」框架中經驗，分析與應用的創作，69位應用英語系學生製作呈現16部臺灣文化認同面向的影片，主題涵蓋飲食、茶文化、信仰與文化。並採用經調整的跨模態關係分析框架，聚焦於凝聚與張力進行分析。結果顯示，視覺結合語言、音訊結合視覺與肢體結合語言為最常出現的多模態組合，且凝聚與張力為主要的跨模態關係。其中，視覺結合語言組合使用頻率最高，在張力關係下呈現明顯的增補特徵，在凝聚關係下則表現為重複。整體結果顯示學習者傾向採取凝聚策略以確保溝通清晰度，同時策略性地運用張力以豐富意義建構。

The advancement of digital technology has enabled language learners to engage in digital multimodal composition (DMC) for inter- and intra-cultural communication. While DMC holds strong potential for fostering multiliteracies, learners often struggle to orchestrate semiotic modes in ways that support clear, coherent meaning-making. Particularly, how intermodal cohesion and tension function in effective multimodal combinations remains underexplored, especially in intracultural communication contexts. To address this gap, this study investigates intermodal relationships in a group-based intracultural video-making project conducted in an undergraduate EFL context in Taiwan. Guided by the Learning by Design framework, which scaffolds multimodal composition through iterative processes of experiencing, analyzing, and applying, 69 Applied English majors created videos representing aspects of Taiwanese cultural identity such as food, tea culture, local beliefs, and heritage. Sixteen student-produced videos were analyzed using an adapted intermodal relationship framework focusing on cohesion and tension. Findings indicated that visual-linguistic, audio-visual, and gestural-linguistic multimodal combinations were most prevalent, with tension and cohesion emerging as dominant intermodal relationships. Visual-linguistic was the most frequently used multimodal combination, showing prominent features of augmentation under tension and redundancy under cohesion. The results suggest learners’ tendency to prioritize cohesive strategies to ensure communicative clarity while selectively employing tension to enrich meaning. The study offers concrete insights into how video-making can be pedagogically structured to support more deliberate and effective multimodal meaning-making in EFL classrooms.