A Study On Effects Of Multimodal Grammar Teaching On Students' Attitudes Towards English Grammar Learning In Junior High School

Grammar learning is part of language learning and plays an important role in the process of language teaching.However,in the traditional grammar teaching,the mechanical method used by teachers leads to unsatisfactory learning effect of students,and students' lack of interest in learning English.With the rapid development of society,traditional grammar teaching cannot meet the needs of teachers and students.At present,finding new grammar teaching methods has become one of the hot spots in the field of English teaching.A new concept "multiliteracy" related to teaching is put forward by the New London Group in 1996,and is regarded as the main task of language teaching,opened up the introduction of multi-modal application in language teaching-Multimodal teaching has gained more and more popularity in English teaching,and become a heat research topic in the last decade.Multimodal English grammar teaching has many advantages that traditional grammar teaching cannot match.It can combine text,images and other auditory and visual symbols to fully mobilize the students' senses,guide students to discover and analyze grammar rules,so students can deeply understand and accurately use language forms.The purpose of this study is to find out the influence of multimodal grammar teaching on students' attitudes towards English grammar learning in junior high school.The main research questions include:(1)How can Multimodal Teaching influence students' English grammar learning attitudes in junior high school?(2)Under the teaching of multimodal grammar,are there any differences in the English learning attitude of students at different English levels in the three dimensions of cognitive level,emotional experience and behavior tendency?If so,in what ways?(3)What are the possible reasons for the differences in the English learning attitude of students at different English levels in the three dimensions of cognitive level,emotional experience and behavior tendency?The experimental research method was used in this study,which lasted 8 weeks and included lectures,questionnaires and interviews.The author uses SPSS 23.0 to analyze the data collected from test scores and questionnaire.In this study,the research participants include a total of 64 students from two parallel classes in Grade 7 in Shuiguohu NO.2 Middle School,Hubei Province.Both of which are taught in multi-modal grammar method.The results of questionnaire of two classes are used to examine students' attitude towards multi-modal grammar teaching and to analyze the differences between the cognitive level,emotional experience and behavior tendency of students at different levels of competency.Based on the analysis of the questionnaire,the author selects several representative students for individual interviews to gain more insight into the reasons why their grammar learning attitudes have changed.The results of the study are as follows:(1)Under the Multimodal Teaching,the overall attitude of students towards English grammar learning is good.Students like a variety of symbols and multimodal PPT teaching methods.They become more interested in grammar learning,produce good emotional experiences,realize the positive effects of multimodal teaching and express the desire to improve their level of competency.(2)There isn't significant difference between the cognitive dimension and affective dimension of the learning attitudes of students at different levels.Students from high-level group and low-level group can see clearly the effects of Multimodal Teaching on their grammar learning and can follow the teacher with high motivation and enthusiasm.However,there are significant differences between the behavioral dimension of the learning attitudes of students at different levels.Students from high-level group are more willing to learn grammar in a multimodal teaching,including the use of body parts and other multimedia resources.(3)The possible reasons for the differences in the behavioral dimension could be that high-level students have better learning autonomy and more learning strategies.Generally speaking,the learning habits of high group students are relatively better.Different learning methods and strategies will be adopted to improve their academic achievement.They can actively find solutions for the problems encountered in the learning process.So,even if students themselves have a strong motivation to carry out learning activities,if there are not enough learning strategies,then students' learning behavior is difficult to maintain.