1 Introduction

The importance of multimodal communication in the dissemination of social symbols and the application of multimodal teaching in foreign language education were discussed. Modal, as a social and cultural resource, plays a role in meaning construction through the interaction of different symbolic resources. Multimodal teaching integrates elements such as language, images, and sound, which affect teaching attitudes, methods, and learning outcomes. Domestic and foreign scholars have conducted theoretical and practical research on multimodal discourse and teaching, such as Stein introducing multimodal thinking into second language teaching, and Zhang Delu exploring foreign language classroom teaching design. The development of technology provides options for multimodal classrooms, but there is a problem of underutilization. AIGC technology, especially the AI text graph model, provides new power for educational reform and can automatically generate various forms of content. The research focuses on the application of AIGC in teaching, especially the potential of multimodal functionality, aiming to explore the construction of multimodal teaching resources and activity design to enhance teaching efficiency. The AI text and image model, utilizing deep learning and natural language processing techniques, transforms textual descriptions into images. It has been applied in fields such as artistic creation and has shown promising applications in the field of education, such as drawing illustrations for textbooks and creating visual dictionaries, providing new possibilities for the transformation of foreign language classroom teaching.

The potential use and implementation methods of AI text and image models in multimodal foreign language teaching

Explored the potential applications and implementation methods of AI text and image models in multimodal foreign language teaching. Emphasis was placed on the importance of creating rich contexts in foreign language teaching, as well as the role of multimodal learning scenarios in overcoming language and cultural barriers. Through the AI text and image model, explanatory images of auxiliary discourse meanings can be generated, and multimodal teaching interactive scenarios can be designed to enhance learners' understanding of discourse. Specifically, it includes: 1 Creating multimodal resources based on teaching context, utilizing AI text and image models to automatically generate adapted images, such as guiding the model to generate images by inputting text prompts; 2. Multi modal interactive design integrated into the teaching process, such as on-site demonstrations of the application of AI cultural and biological image models, setting up picture based speaking activities, etc., to improve the quality and efficiency of teaching; 3. Strengthen multidimensional abilities such as critical thinking and cross-cultural skills, and cultivate learners' good understanding and output abilities through participatory teaching interactive design; 4. Integrating ideological and political elements into learners' experiences and evaluation processes to promote the cultivation of thinking abilities and values.

The potential of AI assisted text and image models in multimodal discourse teaching

AIGC technology provides new opportunities for teaching mode innovation and educational element reconstruction by integrating and innovating modal resources. The AI text and image model has shown potential advantages in the construction of multimodal discourse teaching resources, teaching design, and innovative teaching methods. This model can break through thematic limitations, innovate resource generation methods, expand modal selection, and enrich resource presentation styles. In instructional design, the AI text and image model supports multi-party interaction between teachers and students, students, and human-computer interaction, enhancing sensory experience and making instructional design more flexible, open, and interactive. Through model assistance, teachers can design dynamic and tactile experiential activities, activate learners' embodied participation, and promote curriculum learning. The AI based teaching model also helps teachers innovate teaching methods, achieve personalized teaching, cultivate students' human-computer interaction and negotiation abilities, enhance their understanding and application of AI, and adapt to the needs of talent cultivation in the new era.

4 Conclusion

The importance of AIGC technology in multimodal teaching was emphasized, and it was pointed out that it can enhance the ability of teaching participants to process and analyze multimodal data, enhance learners' understanding of the relationships between data, and deepen their understanding of discourse. The concept of systemic functional linguistics provides support for the understanding and application of AI content. Exploring the potential of AI and combining it with teaching, stimulating students' initiative, improving teaching effectiveness, and promoting innovation in teaching modes and methods. Future research needs to focus on the introduction and construction of multimodal resources, and foreign language teachers need to use digital technology to enrich classroom teaching. The use of AI based text and image models to assist in social and cultural discourse teaching is a beneficial attempt, which helps students to explore discourse context and connotation in depth. Future research will further explore the application of AIGC in foreign language classrooms to meet the learning needs of the artificial intelligence era.