A Study On The Application Of Multimodal Teaching Model To Junior English Reading Teaching

It is well-known that reading,as one of the four basic language skills,is the basis for the development of other language skills.The improvement of English reading ability is conducive to the improvement of learners’ comprehensive competence to use English.However,currently,there are still many problems of English reading teaching in junior middle schools.Many teachers still use single teaching method.They still take textbooks and the attached exercises as their main teaching materials and they only take the blackboard as their main teaching instrument.Besides,many teachers lay stress on imparting knowledge to students,but they do not pay much attention to the cultivation of students’ thinking ability in English reading lesson.Also,students participate in reading activities blindly and passively.In this circumstance,students inevitably lack interest and enthusiasm in English reading.Therefore,some effective reading teaching models should be explored by teachers and educators to increase teaching efficiency.Multimodal teaching model attaches great importance to the role of picture,video,music,action and other non-verbal symbolic modalities in transmitting information and meaning in teaching,through which the students’ senses can be actively mobilized to participate in the transmission and construction of knowledge.The enrichment of teaching resources and the diversification of teaching methods can create better language learning environment and make classes more vivid.Based on the research findings,the author applies the multimodal teaching model into junior middle school English reading class to explore its influence on students’ English reading.The study tries to solve the following two research questions:1.Can the application of multimodal teaching model to junior English reading teaching improve students’ thinking participation? If it can,what is the effectiveness of it?2.What effects does the application of multimodal teaching model to junior English reading teaching have on students’ English reading achievement and ability?The author selects 96 students from two parallel classes of Grade Two in a junior high school in Qingxu County,Taiyuan city,as the research subjects.The teaching experiment lasts for 18 weeks from September 2019 to January 2020,through which the experimental class accepts the multimodal teaching model,while the control class receives the traditional reading teaching model.The study instruments include questionnaire,reading tests and interviews.After the experiment,through quantitative and qualitative analysis of the data,the author finds the following results: firstly,the application of multimodal teaching model into junior high school English reading teaching can effectively improve junior high school students’ thinking participation in English reading.Secondly,applying multimodal teaching model to junior high school English reading class can effectively improve students’ reading achievement and ability.Moreover,the interview results display that students hold a positive attitude towards multimodal teaching model,and they confirm that the model can really improve their interest in English reading.Finally,some pedagogical implications on the model are presented in the thesis: first,teachers should be student-centered and pay more attention to the individual differences of students.Second,teachers should improve the quality of multimodal teaching model in their classroom instruction.Third,through the coordination of effective reading activities and different modalities,teachers should provide students more chances to practice their language input and output ability so as to help them improve their reading ability and thinking participation in their learning.