Abstract
Based on studies of the definition, origin and domestic and international development of multimodal foreign language teaching，this paper gives a statistical analysis of the research papers on multimodal foreign language teaching in China published from 2014 to 2024 in domestic core linguistic journals. The results show that the number of publications has increased overall, with non-empirical studies dominating. Research content includes macro-level studies on teaching models as well as micro-level studies on listening and speaking skills. Integration with emerging technologies has also emerged as a new trend. The study summarizes the current status and shortcomings of multimodal foreign language teaching research in China and offers suggestions for future directions.