The Use of Multimodal Resources for the Intensification of Foreign Language Learning

The article explores the use of multimodal resources as an effective means of intensifying foreign language learning in higher education. The author argues that multimodality, involving the interaction of verbal and non-verbal semiotic resources (gestures, proxemics, static and dynamic images, audio), helps overcome the artificiality of traditional classroom instruction and creates a more authentic communicative environment. Drawing on R. Mayer’s Cognitive Load Theory, the study highlights how simultaneous activation of visual and auditory channels optimizes cognitive processing, reduces fatigue, and facilitates deeper encoding of linguistic material. Multimodal authentic texts and interactive digital tools enhance pragmatic competence, intrinsic motivation, and emotional engagement. The author also addresses methodological challenges, stressing the need for teacher media competence and a balanced approach that prioritizes linguistic goals over entertainment. The paper concludes that strategic integration of multimodal resources leads to more efficient and higher-quality language acquisition while developing students’ multimodal literacy and soft skills.