Multimodal Discourse Analysis Of Excellent Senior High School English Teachers In The Reading Classes

With the fast development of information technology and the wide application of multimedia in the classroom,English reading classes in the senior high school have become increasingly multimodal.As a result,the multimodal discourse analysis has been widely concerned.The communication between teachers and students in the English reading classes in the senior high school and the ways of information convey are not only through verbal modality,but also through non-verbal modality,which includes bodily modality,visual modality,auditory and olfactory modality and so onBased on Systemic Functional Linguistic,Visual Grammar and Input Enhancement Theory,this research adopts classroom observation method,and takes three excellent senior high school English teachers from the Tenth National Senior High School English Classroom Teaching Observational Training as research subjects to explore the following questions:(1)In the reading classes,what is the situation of modality used by excellent senior high school English teachers(2)In the reading classes,what are the main features and functions of modality used by excellent senior high school English teachers?The research results are as follows.First,in the reading classes,3 excellent senior high school teachers use multiple modalities such as language modality,bodily modality,visual modality,auditory modality and olfactory modality.Specifically,language modality is the main modality,the quantity of teacher discourse is slightly more than the quantity of students discourse,and these non-verbal modalities are assistant modalities to assist language modality to convey information and construct meaningSecond,verbal modality used by excellent senior high English teachers expresses almost all meanings,communicates with students instantly with standard pronunciation and changeable intonation.Furthermore,the functions of verbal modality are to convey information and construct meaning vividly and effectively.Non-verbal modalities used by excellent senior high English teachers are informative,vivid,dynamic,complementary and entertaining,and their functions are shown in drawing students’ attention,arousing their interest,stimulating their senses and creating authentic situations,making more students acquire language naturally and successfully,and improving the teaching effect.In view of the research results,the paper proposes some pedagogical implications for English teachers.First,teachers should improve their awareness of using multiple modalities in the English reading classes to improve teaching effectiveness and efficiency.Second,teachers should pay attention to improving their oral English to facilitate information convey and meaning construction.Third,teachers should make reasonable collocation between multiple modalities,which can be selected according to the teaching content and the actual situation of the students.