An Application Of Multimodal Teaching Mode In Senior High School English Grammar Teaching

Grammar teaching shoulders the task of cultivating students' ability to use language.But there exist some disadvantages in traditional grammar teaching,which makes students' grammar learning effect unsatisfactory.Therefore,it is necessary to explore a new grammar teaching mode and improve the quality of grammar teaching in order to promote the development of students' comprehensive language performance.With the rapid development of information technology,multimodal theory comes into being.Since the New London Group put forward the application of multimodal theory to language teaching in 1996,multimodal teaching has been given more and more attention by experts and scholars at home and abroad,and there occurred an upsurge of research for different stages of study(universities,middle schools,primary schools)or from different aspects of language teaching(listening,speaking,reading,writing,etc).But there are as yet not many studies from the perspective of English grammar teaching in senior high schools.This thesis focuses on it,aiming at demonstrating the feasibility and effectiveness of the multimodal grammar teaching mode in senior high school English grammar teaching.The author designs the following questions:(1)How does the multimodal grammar teaching mode influence senior high school students' performance in class?(2)How does the multimodal grammar teaching mode affect the personal self-efficacy of senior high school students in grammar learning?(3)How does the multimodal grammar teaching mode impact senior high school students' grammar scores?In this study,a total of 101 students from two parallel classes of senior one in Huaiyang Middle School were selected as the research subjects.One class was the experimental class(EC),where multimodal grammar teaching was implemented,and the other class was the control class(CC),in which the traditional grammar teaching was conducted.The research lasted for three months.Before the experiment,the grammar level of the two classes was almost the same according to the results of pre-test.In the experiment,research instruments which include two questionnaires,three tests(pre-test,post-test,delayed-test),and an interview were employed.That is,qualitative and quantitative researches were both used.After the experiment,all the collected data were carefully collated and analyzed with SPSS 20.0.The results of the analysis are as follows.In the traditional grammar class,students were reluctant to answer questions and did not take the initiative to participate in activities.Passive grammar learning led to the inefficiency of grammar learning.Students were generally dissatisfied with themselves and deemed that they did not have the ability and confidence to learn grammar well;as a consequence,their grammar scores were naturally unsatisfactory.Three months later,students in the experimental class have experienced the following changes.In the multimodal grammar class,firstly,66.67% of the students stated that their various body organs had been mobilized and their attention was more focused.70.59% of the students' enthusiasm and initiative in engaging themselves in classroom activities were enhanced.58.82% of the students were not nervous any more when expressing their viewpoints in grammar class.All these confirm that the multimodal teaching mode improves students' performance in class.Secondly,78.44% of the students' interest in learning grammar was aroused.62.75% of the students had increased their confidence in learning grammar.In the interview,90% of the students thought their ability and confidence to learn grammar had been promoted.Therefore,the multimodal teaching mode improves students' self-efficacy in learning grammar.Thirdly,students' grammar scores in EC in both post-test and delayed-test were higher(2.75 points and 3.60 points)than those in CC.This indicates that the multimodal grammar teaching is distinctly superior to the traditional grammar teaching.The results above manifest that the multimodal grammar teaching mode is effective and feasible.Although the three research questions in this thesis have been effectively answered,there exist still some defects and shortcomings in the study.Still,a large research space for the application of multimodal grammar teaching mode to senior high school English grammar teaching remains to be filled.It is hoped that scholars in the future will achieve excellent research results in this respect.