| Vocabulary is one of main ways to express meanings,which is the indispensable part in listening,speaking,reading,writing and translating,etc.It’s especially difficult for students who major in Clothing Design to acquire English vocabulary well.Due to the different characteristics in Clothing English,including color,design,cloth,style and fashion,etc,it is significant to put multimodal discourse analysis(MDA)into teaching practice.In this study,some multimodes such as visual and audio resources are designed to use in the vocabulary teaching.It is hoped that multimodal teaching can lower the students’ difficulties to acquire the vocabulary and improve their ability of memory and application of words and expressions.This paper,based on theory of Sociosemiotics and Systemic Functional Linguistics,intends to put theory of Multimodal Discourse Analysis(MDA)into teaching practice of English vocabulary.The author tries to discuss the three questions: Can the multimodal teaching method improve students’ overall vocabulary competence? Does the new teaching method help strengthen students’ application of vocabulary used in different tasks,such as words matching acquisition,vocabulary acquisition in sentences and that in passages? Do students and colleagues have positive attitudes towards the new teaching method?In order to answer these questions,the author attempts to practice the multimodal teaching method in vocabulary teaching via PPT,video,text illustration,etc.in order to construct multimodal vocabulary teaching environment to prompt students who major in Clothing Design to join in the process of vocabulary learning by visual and audio resources.At the same time,students are instructed to have some interactive activities to lead them to the simulated context by the way of audio-visual resources and reinforce their vocabulary acquisition.These activities are designed to realize the conceptual function,interpersonal function,textual function of semiotic resources.This experiment was carried out among 120 students in Class 2 and Class 3 of Clothing Design Major.The research lasted one term.Pretest,post-test and interview were taken among students in Class 2 in the empirical research on Multimodal vocabulary teaching.SPSS(Version 21.0)was used to analyze the datum before and after the experiment in order to find out if multimodal teaching method could help improve students’ English vocabulary competence.At the same time,interviews were given to students and colleagues in order to find out their attitudes to the new teaching method.The findings reveal firstly the multimodal teaching method can improve students’ overall vocabulary competence.The overall score in experimental class is obviously higher than that in control class and the overall score in post-test is clearly higher than that in pre-test in experimental class.Secondly,the new teaching method has better effect on words matching acquisition,vocabulary acquisition in sentences.However,the method doesn’t have obvious effect on vocabulary acquisition in passages.It indicates that vocabulary in passages are more complicated and difficult for students to acquire.Factors concerning the problem should be taken into consideration.Thirdly,the interviews given to students and colleagues show that they have the positive attitudes to the multimodal teaching method.Students and teachers affirm that the new teaching method is a good way to stimulate their interest to learn English vocabulary.Based on the research result above,the author reiterates that multimodal teaching method,which takes language teaching as major aid and multimodal teaching resources as supplementary,benefits students a lot in English vocabulary acquisition.In addition,four suggestions are put forward concerning following certain principles of modal selection,coordinating the multimodal teaching resources,introspecting the teaching procedure and seeking help from school,etc.in order to provide more useful information for vocabulary teaching. |
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