Research On The Application Of Multi-modality In High School English Grammar Teaching

Grammar teaching is of great significance to cultivate students’ language ability.High school students always feel bored by the current grammar class which leads to their failure in learning grammar.So it is of great necessity to improve this situation.Multimodal theory is widely applied in English teaching,but it is relatively rare in the empirical studies of grammar teaching,and it is worth exploring.English Curriculum Standards for General Senior High School(2017)requires teachers to teach grammar in the context to ensure that students can understand and use the grammar knowledge to express themselves accurately and properly.This paper introduces the application of multimodal teaching mode in English grammar teaching through qualitative and quantitative research.This study mainly addresses following questions:(1)What are the effects of multimodal grammar teaching on students’ comprehension and application of grammar knowledge ?(2)What are the effects of multimodal grammar teaching on the comprehension and application of grammar knowledge of students at different levels?(3)What is the attitude of students towards multimodal grammar teaching?This study was carried out in a high school in Yancheng,and the experiment duration was ten weeks.The subjects were 90 students from two parallel classes in Grade 10.Each class has 45 students.One is the experimental group,and the other is controlled group.According to the results of pre-test,there was no significant difference in grammatical competence between the two classes before the experiment.Before and after the experiment,the author used the same questionnaire to investigate the students’ attitude towards multimodal grammar teaching.At the same time,in order to investigate the cognition and attitude of students at different levels towards grammar learning and grammar teaching,as well as on multimodal grammar teaching after the experiment,the author interviewed 9 students at three levels from experimental group,namely high,medium and low,before and after the experiment.In order to figure out the changes of students’ ability to understand and use grammar after the experiment,the experimental group and the control group were tested in three categories: grammar knowledge test,translation test and composition test.According to the data,the research finds that:(1)The multimodal grammar teaching can promote students’ comprehension and application of syntactic knowledge.And it has significant advantages in promoting students’ ability in using lexical knowledge.(2)Among the low-level students,multimodal grammar teaching can significantly improve the comprehension and application of syntactic and lexical knowledge.Among the medium-level students,the multimodal grammar teaching can significantly improve their ability in understanding and using syntactic knowledge as well as using lexical knowledge.Among the high-level students,the multimodal grammar teaching has no significant influence in understanding and using grammatical knowledge.Considering the third situation,the author found that the reason is that the high-group students have strong autonomous learning ability through questionnaire survey and interview.(3)Most students have a favorable attitude towards the multimodal teaching in grammar.Students think that multimodal teaching made grammar class more interesting,which stimulates students’ interests and enthusiasm.And for high-level students,they think that multimodal teaching enriched their learning resources and learning methods.For middle and low-level students,multimodal teaching can help them build up the confidence and overcome the fear of learning grammar.Studies have shown that multimodal grammar teaching can improve the effect of grammar teaching.However,when using this method,the following three points should be noted: :(1)Choose appropriate modes according to the teaching content,and create a reasonable context;(2)According to the learning needs of students of different levels,focus on stimulating the learning interest of middle and low-level students,and arrange certain high-level autonomous learning content for high-level students;(3)Understand the psychological characteristics of students in the development stage,and make the grammar class more interesting and stimulatestudents’ interest and motivation in grammar learning by applying multimodality reasonablely.