Study On The Application Of Multimodal Theory In English Reading Teaching In Primary School

In recent years,more and more teachers and researchers of primary schools have realized the importance of English reading in primary schools.The form of English teaching in primary schools is also becoming more and more diversified,but most teachers still teach English reading in the traditional way,which makes students gradually lose interest in English reading.In response to this phenomenon,domestic education experts and teachers are constantly studying what mode is more effective in English reading teaching in primary schools.The author has worked in a primary school for three years.During the teaching,the author found that pupils are not very enthusiastic about English reading.Recently there are still a small number of students who can’t understand the meaning of words and sentences or can answer questions directly by guess.Reading teaching with multimodal theory mainly refers to the use of sound,pictures,flash and other channels and teaching methods in teaching to mobilize students’ enthusiasm for learning and help students develop their communicative ability.Most primary school students’ concentration is unstable,short,and closely related to their interest.Learning English reading is tedious for them.Teachers can make use of multimodal characteristics to arouse students’ enthusiasm and attract their attention.This study is based on multimodal theory and aims at the characteristics of English teaching in primary schools.It applies it to English reading teaching in primary schools.It studies three questions in depth:(1)What effect does multimodal theory have on students’ interest in English reading?(2)What effect does multimodal theory have on students’ ability in English reading?(3)What effect does multimodal theory have on students’ learning strategies in English reading? This study targeted two classes in the sixth grade of Dalian Development Zone Dongjiagou Primary School in Liaoning Province.Teachers conducted multimodal English reading teaching in the experiment class,while the control class still adopted the traditional reading teaching mode.After more than 3 months experiment,the author used questionnaires,pre-test,post-test,interviews and other research instruments to analyze data by SPSS and Excel.It can draw the following conclusions: From the results of the questionnaire data,it can be seen that students are very interested in English reading teaching with multimodal theory.From the results of pre-test and post-test,it can be seen that the scores of the experiment class is much higher than that of the control class,and the students’ reading ability have improved significantly through multimodal English reading teaching.It can be concluded from the interviews that students’ attitudes towards multimodal English reading teaching have changed a lot,and their learning strategies can be strengthened.And teachers of primary schoolsshould explore the operating modes,methods and means of multimodal reading teaching so that teachers can effectively use the multimodal reading teaching and improve the efficiency of reading teaching.This also gives some enlightenment to English reading teaching of primary schools and provides reference for developing multimodal reading teaching in the future.