An Empirical Study On The Cultivation Of Multiliteracies In Senior High School English Reading Teaching

Multiliteracies refers to the language comprehension and reading ability acquired by learners through language,symbols,visual images and other media by using information technology on the basis of the original language knowledge.At present,how to cultivate the multiliteracies in the field of multimodal English teachching has become a focus of language education in research at home and abroad.However,most of the relevant researches are aimed at college students,the research on multiliteracies cultivation of high school students is still not extensive and in-depth.So this study attempts to explore and study how to cultivate high school students’ multiliteracies in English reading teaching.This research is mainly based on social semiotics and design learning theory,taking students in two classes of grade two in a high school of Qing Dao as the research subjects,combining quantitative research and qualitative research,using the survey and experimental method,carrying out an investigation on the current situation of the multiliteracies cultivation and an experimental teaching research on the multiliteracies cultivation.The thesis is to explore the following questions :(1)What is the current situation of the multiliteracies cultivation of high school students in English learning?(2)What is the change of high school student’s reading proficiency after the cultivation of multiliteracies in English reading teaching?(3)How can high school students’ multiliteracies can be cultivated in multimodal teaching environment?First of all,a questionnaire survey was conducted on high school students’ multiliteracies.The design of the questionnaire is mainly based on the content of multiliteracies and the evaluation framework of students’ multiliteracies in foreign languages.A total of 100 questionnaires were issued and 100 valid questionnaires were recovered in this survey.It is found that most students have a sense of multiliteracies,but their ability to interpret and construct multimodal meaning needs to be improved through the analysis of questionnaire.Most students do not have a deep understanding of the use of teachers’ multiliteracies,their understanding and application of multimodal resources in and out of class still need the guidance and help of teachers.Most students can carry out cooperative learning and online learning to a certain extent,but their ability of using powerpoint technically is still lacking to some extent.Through analysis,this paper believes that most students have a certain understanding of multimodal resources,but they still need more guidance and practice to skillfully use multiliteracies to construct meaning.It can be seen that students’ multiliteracies needs to be further improved.Secondly,the author designs teaching cases according to the training mode of multiliteracies proposed by the New London group,namely the four steps of overt instruction,situated practice,critical framing and transformed practice,which are applied to the experimental class to carry out teaching experiments.Before the experiment,the students were tested for their reading comprehension and their scores were analyzed.Then,the author tries to to further develop the students’ multiliteracies in high school English reading teaching.After the experiment,the reading comprehension test,questionnaire survey and PPT work analysis were conducted again.Through classroom observation,analysis and discussion,this study finds that reading teaching in multimodal environment can effectively improve students’ English reading comprehension ability,and at the same time,students’ ability to understand multiliteracies and express with multimodal resources has been improved.In addition,based on theoretical discussion and teaching practice,the author puts forward three suggestions on how to cultivate high school students’ multiliteracies in the multimodal teaching environment.First of all,teachers should fully explore the printed style,pictures,charts and other multimodal resources in written discourse.Secondly,according to the teaching content,teachers should properly invoke the language,body,vision,hearing,environment and other modes to carry out multimodal composite teaching.Finally,attention should be paid to the reform of classroom teaching means and the design of activities in and out of class for the generation of multimodal meaning.The implications include providing meaningful teaching inspiration for high school English reading teaching,hoping to provide some references for high school English teachers on how to attach importance to the exploration and application of extracurricular multimodal discourse resources,the use of multiliteracies teaching in class and the design of activities and tasks in reading teaching.It is hoped that the results of this study can arouse the attention of high school English teachers on the cultivation of students’ multimodal discourse interpretation ability and comprehensive language application ability,so as to enable high school students to adapt to the development and needs of the evolving ages.