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Abstract The analysis of the foregrounded features in multimodal stylistics provides an insightful per¬spective for the study of mode choices in English classroom teaching. On the basis of the multi¬modal stylistic theory, this study constructed an analytical approach for the stylistic analysis of multimodal classroom discourse and analyzed the foregrounded mode features of the Audio-visu¬al Group Grand Prize Teaching Video of the 10th SFLEP National College English Teaching Contest and their effects. It is found that the meaning-construction of this multimodal classroom discourse is characterized by the dominance of verbal mode, repetitive and prominent reinforce-ment of the meanings of verbal mode by audio mode and visual images, enhancement of the em¬bodied learning experience by body language and the appropriateness of mode coordination. Therefore, we propose that teachers should select modes based on the teaching context and objec¬tives, reinforce the dominant role of the verbal mode, make proper use of the audio mode, visual images and body language, appropriately incorporate multi-modes, and cultivate the stylistic awareness of modes in English classroom teaching.
Key words: English classroom teaching; the choice of modes; multimodal stylistics; foreground¬ed features
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