An Experimental Study On The Application Of Multimodal Teaching Method To English Listening In Junior High School

While learning English,the listening is one of the main input channels,and it plays a very important role in improving students’ comprehensive language skills.However,it has shown that there are many problems in the actual process of English listening teaching,such as single teaching methods and students’ lack of learning interest.The application of multimodal listening teaching method in junior high school attempts to transform the traditional single teaching method into a multimodal listening teaching method.It can help students to obtain information through multiple modals,and then explore its availability.There are two main research questions in the thesis:1.How does multimodal teaching method affect junior high school students’ interest in English listening?2.How does the multimodal teaching method affect students’ listening ability?In response to the above problems,the author conducted teaching experiments on 110 students from two parallel classes in a middle school in Qinglong,Qinhuangdao.In the teaching process,multimodal listening teaching is conducted for the experimental class,while the traditional listening teaching mode is still used for the control class,and the experimental period is 14 weeks.Before and after the experiment,questionnaires and interviews are used to understand the changes in students’ interest in English listening.Listening tests are also conducted on the students in the two classes to understand the changes in the students’ English listening ability.After the experiment,SPSS17.0 was used to analyze the data results.By analyzing the questionnaires about the interest in English listening learning conducted in the experimental class before and after the experiment,it was found that after a period of multimodal listening teaching,the students’ interest in learning English listening was significantly higher than before,and the interview results were also confirmed the result of the questionnaires.It is proved that multimodal listening teaching can better stimulate junior high school students’ interest in English listening learning.In addition,the statistical analysis of the pre-test results of the experimental class and the control class showed that the listening levels of the experimental class and the control class before the experiment were comparable,and there was no significant difference.After fourteen weeks of multimodal listening teaching,the post-test scores of the experimental class have improved significantly,while the control class scores have not changed significantly,and the post-test scores of the two classes are significantly different.This shows that multimodal listening teaching can improve the English listening ability of junior high school students.According to the above research results,the author combined the problems encountered in listening teaching and the students’ views on multimodal teaching to make several teaching suggestions for multimodal listening teaching.First,choose modalities reasonably.Second,innovate instructional design.Third,pay attention to developing students’ autonomous learning ability in listening.It is hoped that the results of this study are helpful for future related research.