| Vocabulary is one of the three essential factors to constitute language.It plays a vital role in the process of language learning.Nobody can deny that no matter what kind of language,the influence of vocabulary on language learning is important.Even so,vocabulary teaching has not been attached importance to.The teaching method is relatively simple compared with other teaching sections.Due to lack of adequate approaches to vocabulary learning,students feel that vocabulary learning is quite tough,so then losing their interest and assurance in English vocabulary learning.There is an urgent need to create a relaxed and efficient environment for vocabulary teaching.Emergence of multimode theory provides a solution to this problem.This study will add consideration to the characteristics of English vocabulary teaching in junior high schools on the basis of the existing research results of multimodal theory.The purpose of the experiment is to try to introduce the research results of multimodal theory into junior middle school English vocabulary teaching.This paper will further study and explain the relationship between multimodal teaching and students’ vocabulary learning.It proposes two research questions in view of the purposes of this study:(1)What is the effect of multimodal vocabulary teaching on junior middle school students’ English vocabulary learning?(2)What is the influence of multimodal vocabulary teaching on junior middle school students’ attitude towards English vocabulary?In order to solve the above research problems,the author selected 91 students from two parallel classes in Nanchang junior middle school as the research objects.One class is regarded as the experimental class and the other class is regarded as the control class.The number of students in the experimental class and the control class are 48 and 43 respectively.Before the experiment,the English proficiency test was carried out between the two classes,and it was found that the English learning level and English learning ability of the two classes were roughly the same.In the experiment,the teaching materials used by the two classes are always the same,but different teaching methods are adopted.The former teaching method was used in the control class and the multimodal teaching method was used in the experimental class.By means of tests,questionnaires,interview and other research instruments,the author adopts the method of combining quantitative and qualitative research and analyzes the collected data using SPSS24.0.The study found that: First of all,according to the comparison of the post-test results of the experimental class and the control class,the results of the experimental class are significantly higher than those of the control class,indicating that multimodality can help junior middle school students to learn vocabulary better.Secondly,according to the questionnaires and interviews conducted on students,it is found that multimodal vocabulary teaching is more interesting due to its intuitive and vivid characteristics.Students can better concentrate their attention in multimodal vocabulary class,and students hold a positive attitude towards this mode.Finally,through interviews,the author found that under the multimodal teaching mode,students can not only remember words more easily,but also use the learned words more flexibly.They realized that vocabulary memory is not as boring as the previous impression.Therefore,it can be concluded that multimodality can help students improve their interest in vocabulary learning,correct their attitude towards vocabulary learning and increase their confidence in learning English well.Based on the above conclusions,the author believes that the teaching methods based on multimodal theory in English vocabulary teaching are very suitable for junior middle school classes.In addition,the author summarizes and reflects on this study,and puts forward relevant teaching propositions for the application of multimodal vocabulary teaching in middle schools,aiming at providing some reference for English teachers’ vocabulary teaching. |
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