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, spatial, gestural,etc.) are both co-deployed and co-contextualized in the making of a text-specificmeaning” (p. 21).
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2.2 Related Theories of the Study
In the process of application of multimodal writing teaching, related theoriesare of the essence in the study and they are Halliday’s systemic-functional linguistics,Kress and Van Leeuwen’s visual grammar, Zhang Delu’s theoretical framework ofmultimodal discourse analysis, Krashen’s input hypothesis and Swain’s outputhypothesis.

2.2.1 Systematic Functional Linguistics
Systemic-functional linguistics of Halliday (1994) provides the indispensabletheoretical basis for multimodal discourse analysis (Zhang, 2009). It thinks thatlanguage is the product of human social activities and as a tool of human communication, it takes a lot of functions. Halliday (1976) concluded the commonfeature of language and divided the meta-functions into three categories: theideational meta-function, the interpersonal meta-function, and the textualmeta-function (Hu, 2006).According to Halliday (1976), the ideational meta-function refers to theexpression of human various experiences in objective and subjective world, includingthe experiential function and the logical function. The experiential function meanspeople describe some kind of experience related to characters, events andenvironment or inner experience while the logical function refers to the description ofthe relationship between two or more things. Meanwhile, systemic-functionallinguistics considers the interpersonal meta-function as a kind of socialcommunication by means of language, accomplished by mood and modality systems.Mood can be classified into indicative mood, interrogative mood, imperative mood.Modality means the speaker’s judgment of the proposition’s success and effectiveness,request for obligations the other undertakes in the command, or personal wishes toexpress in a proposal. Furthermore, the textual meta-function refers to organizingrelevant content to the context which includes the preceding text and context ofsituation (Halliday, 1985, p. 53). As Hu Zhuanglin (2006) said that the purpose ofsetting up systemic-functional grammar is to provide discourse analysis with atheoretical framework that can be used to analyze any spoken or written discourse.
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Chapter 3 methodology..........39
3.1 Research Questions....... 39
3.2 Subjects ......... 39
3.3 Instruments............ 40
3.3.1 Tests ......... 41
3.3.2 Questionnaire ........... 42
3.3.3 Interview .......... 42
3.4 Teaching Procedures ..... 43
3.5 Data Collection and Analysis........ 47
Chapter 4 Results and Discussion .........50
4.1 Results........... 50
4.2 Discussions ........... 63
Chapter 5 Conclusion.....68
5.1 Major Findings...... 68
5.2 Pedagogical Implications ...... 69
5.3 Limitations of the Study........ 71
5.4 Suggestions for Further Research ......... 72

Chapter 4 Results and Discussions

In the light of the whole experimental process in the previous chapter, thischapter mainly talks about the results of the tests, the questionnaire and the interviewas well as discusses the effect of multimodal writing teaching in senior high schooland artistic special students’ attitudes towards multimodal writing teaching in detail.

4.1 Results