An Empirical Study On Teaching Of English Reading In Middle Schools From The Multimodal Perspective

Reading is one of the four basic skills of English.Reading comprehension ability is a vital criterion to measure students’ English level.It is an important goal of junior high school English teaching to develop students’ reading comprehension ability.However,there are many shortcomings in the traditional English reading teaching mode which is time-consuming and inefficient.Students’ interest in learning is low and even some students are weary of learning.The reform of English reading teaching in junior high school is urgent.What is more,the standard of junior high school English curriculum formulated by the Ministry of Education clearly points out that English teachers should enrich English curriculum resources,broaden English teaching and learning channels and provide students with learning resources that close to life.Teachers should actively use modern technology to make English teaching more interesting and attractive.Multimodal discourse analysis originated in the West.And since then,more and more researches have been done by many domestic scholars.However,at present,most of the domestic researches on multimodal theory are about the college teaching,but the researches on English reading teaching in junior high school are few.To make up for this field,this study based on the theory of systemic functional linguistics and input and output hypothesis,guided by the new London group’s multimodal reading and writing teaching approach to draw lessons from Professor Zhang Delu’s multimodal foreign language classroom teaching design concept and mode selection principles.This paper mainly introduces multimodal discourse into the English reading teaching in junior high school and through the teaching experiment application to test and verify the effect of multimodal reading teaching on improving students’ reading ability.The teaching experiment lasted for one semester.The subjects of the study were the students in Class 1 and Class 2 of Grade 8 of ZT Middle School in Nankang of Ganzhou City.Before the experiment,the author interviewed some junior high school English teachers to know more about the current situation of junior highschool English teaching;two parallel classes,Class 1 and Class 2,80 students in total with the same reading ability level,were selected to carry out the teaching experiment according to the pretest results.Class 1 was the experimental class,and the multimodal teaching method was used for reading teaching.While Class 2 was the control class adopted the traditional reading teaching method.At the end of the semester,a post-test of reading was carried out,and all test data collected was analyzed by SPSS24.0 software to compare the effects of two teaching models on improving students’ reading ability.Finally,a questionnaire survey was given to students,and some English teachers and students were interviewed to find out their attitudes and suggestions to multimodal reading teaching.The research results show that multimodal reading teaching is superior to traditional reading teaching in improving students’ reading comprehension ability.Multimodal reading teaching can not only improve students’ reading ability significantly,but also stimulate their interest in reading.Although multimodal reading teaching has many advantages,but there are also some shortcomings.To some extent,the effect of traditional reading teaching is not as good as multimodal reading teaching,but it cannot be denied that the traditional reading teaching also has its advantages,so English teachers should also make full use of the advantages of traditional reading teaching to improve teaching effect.Finally,the author also puts forward some suggestions on the problems that should be paid attention to in multimodal reading teaching.The research conclusion has certain reference value,but what needs to be pointed out is that there are still some limitations in this study,and there is a need to do the further research.