Given that feedback is increasingly digital and multimodal, there is a pressing need to prepare L2 writing teachers to give multimodal feedback. Yet the notion of multimodal feedback appears underrepresented in extant research on teacher feedback literacy and it is often equated as multimedia feedback. To make feedback relevant to multiplicity in feedback-giving modes and technologies, as well as diversity in student backgrounds and composing practices, this paper proposes the construct of multimodal feedback literacy as an important part of teacher feedback literacy. Grounded in social semiotic of multimodality, this paper elucidates the notions of feedback design, feedback affordance, feedback orchestration, and feedback ensemble as essential dimensions of multimodal feedback literacy. We argue that the development of multimodal feedback literacy entails competences in recognizing the affordances of multiple feedback-giving modes, designing coherent feedback ensembles through orchestrating multiple feedback-giving modes with apt intermodal relations, and managing feedback ensemble as motivated and accumulative. A framework for L2 writing teachers to develop multimodal feedback literacy in relation to a complex and recursive process of being, doing, and becoming is also developed. Implications and challenges are then discussed.

摘要

近年来, 反馈越来越数字化和多模态化。鉴于此, 二语写作教师迫切需要为提供多模态反馈做好准备。然而, 在现有的教师反馈素养研究中, 多模态反馈的概念并没有得到充分的重视, 且常常被等同于多媒体反馈。为了使反馈能够契合多元的反馈提供方式和技术, 以及学生背景和写作实践的多样性, 本文提出多模态反馈素养的概念和养成框架。基于社会符号学视角, 本文阐述了多模态反馈素养的核心维度, 包括反馈设计、反馈模态可供性、反馈模态整合以及反馈集成。我们认为, 发展多模态反馈素养需要教师具备以下能力:识别多种反馈模态的可供性的能力, 整合多种反馈模态进行反馈集成设计的能力, 以及由教学目标和动机驱动的持续优化改进反馈集成的能力。为指导二语写作教师在“意识、行动与成长”的过程中发展多模态反馈素养, 我们还提出了多模态反馈素养的培育框架。最后, 本文探讨了相关的研究意义和挑战。