A Study Of The Multimodal Teaching Of English Reading In Junior Middle School

With the development and application of modern educational technology,multimodal discourse analysis has been a hot topic for experts and scholars at home and abroad.Since the 1990 s,relevant scholars have expanded the scope of English learning research based on Halliday’s systemic functional linguistics.They have combined linguistic symbols with non-linguistic symbols such as gestures,music,images,videos and so on,and analyzed the discourse meanings of various symbols from a holistic perspective.For example,people often use different gestures to assist in communication.On the highly developed Internet,it is often seen that pictures and music are used to supplement the text expression.Therefore,although language is the most important means of human communication,it is not the only way of expression.Since 1996,New London Group put forward the teaching mehod ―Multiliteracies Pedagogy‖,which effectively utilizes multimedia resources to cultivate the students’ multiple reading and writing abilities.Many linguists at home and abroad,such as Li Zhanzi,Zhang Delu,Feng Dezheng,Jewitt,Lim Fei,have applied the theory of multimodal discourse analysis to classroom teaching and research,which has had a positive impact.Guided by the framework of multimodal discourse analysis theory,multimodal teaching integrates linguistic and non-linguistic symbols into classroom teaching,and enables students to integrate into multimodal learning of various sensory organs,thus making the content of the article more stereoscopic and intuitive.The application of the teaching method is not only the need of the times brought by science and technology,but also the need of the development of English reading teaching based on the background of English core literacy.Students’ core competencies can be improved through English reading skills.Based on the above considerations,the author carried out teaching experiments in Second Experimental High School Gaoxin School of Jilin Province: Class 6 Grade 7 was selected as the experimental class,Class 4 Grade 7 was the control class.Because the students have to learn 4 years in the junior middle school,the seventh grade students actually study the eighth grade Go For it textbook.The questionnaires,tests and interviews were used in the experiment,and SPSS19.0 software was used to help analyze the results.The author also demonstrated the basic links and procedures of multimodal reading teaching by showing two teaching cases.After the teaching experiment,the author aims to answer the following two questions:(1)What are the students’ attitudes towards multimodal English reading learning?(2)What effects will multimodal reading teaching produce in Junior English reading teaching? Finally,this study draws the following conclusions: Most of the students in the experimental class are fond of this new English reading learning methods;Multimodal reading teaching can stimulate students’ interests in learning,improve students’ self-confidence in learning,cultivate students’ English thinking ability and improve their scores in reading tests.At the same time,it can also enhance junior high school English teachers’ theoretical level of teaching English reading.Although this study has some limitations,it still has practical value in junior high school English reading teaching.