Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts the focus of reading purposes, toward reading as a form of participation in everyday literacy practices, and reading as a way of thinking critically about representation and communication. This article presents findings from an empirical study investigating the reading processes of second language (L2) French learners while interpreting an authentic multimodal web text, guided by tasks informed by multiliteracies. A prompted think-aloud methodology was used to capture learners’ dynamic meaning-making processes. Drawn from a larger group of participants (n = 9), the current article reports on three unique cases, documenting their engagement with different semiotic modes and their evolving interpretations. The participants performed three phases of reading tasks: skimming for predictions about topic and authorship, scanning for specific details, and tracking webs of text signals. Participants saw the question prompts prior to each task phase, and again at the end of the phase, with multiple choice response options. Findings demonstrate participants’ unique sets of interpretations and processes in terms of the way they drew differently upon various domains of background knowledge, genre knowledge, and reading strategies; the way they attended to various linguistic and non-linguistic modes; and the way the tasks guided their reading. The article concludes by suggesting several concrete instructional practices for L2 literacy development, including tasks that are adaptable for a range of languages.

最近在以多元文化为导向的教学法方面的学术研究主张更加重视培养“文本思维”，这种思维被理解为考虑作者做出的符号选择的复杂性及其潜在含义、修辞目的和文化背景的读写能力形式。这种对文本的参与要求读者关注形式-意义的联系，并将阅读目的的焦点转移到将阅读作为一种参与日常读写实践的形式，并将阅读作为一种批判性地思考表征和交流的方式。本文介绍了一项实证研究的结果，该研究调查了第二语言 (L2) 法语学习者在解释真实的多模态网络文本时的阅读过程，并由多读写能力指导的任务指导。一种提示性的大声思考方法被用来捕捉学习者的动态意义构建过程。从更大的参与者群体中抽取（n= 9），目前的文章报告了三个独特的案例，记录了它们与不同符号模式的接触及其不断发展的解释。参与者执行了三个阶段的阅读任务：略读关于主题和作者身份的预测、扫描特定细节以及跟踪文本信号网络。参与者在每个任务阶段之前看到问题提示，并在阶段结束时再次看到问题提示，并提供多项选择响应选项。调查结果展示了参与者在背景知识、体裁知识和阅读策略的各个领域以不同方式借鉴的独特解释和过程；他们处理各种语言和非语言模式的方式；以及任务引导他们阅读的方式。