A Study Of The Application Of Multimodality To English Reading Teaching In Junior High School

As an important subject of junior high school education,English has been highly valued by teachers and students.And reading is an integral part of the English learning process and a key way to obtain information.Reading class is also an important channel to cultivate students’ reading skills.However,the traditional teaching mode of reading is relatively simple,and the teacher-centered class has great limitations,which will lead to a dull classroom atmosphere.It is difficult for students to understand the reading content by relying on a single teaching method,and some students may lose interest in English reading.In order to improve this situation,the author applied multimodality to junior high school English reading class on the basis of predecessors,aiming to improve students’ reading ability and attitude towards reading.This study adopted the method of experimental research,took two classes of junior high school students as the research objects,applied multimodality to junior high school English reading teaching,and put forward the following two research questions:(1)What are the effects of the multimodality on students’ reading ability?(2)What are the changes of students’ attitude towards English reading after the application of multimodality?This experiment took two classes of Grade 8 in a junior high school in Shenyang as the research object and lasted for a semester.The teaching content and progress are consistent.The experimental class adopted multimodality in English reading teaching,-and the control class continued to use the previous teaching methods to teach English reading.A week before the beginning of the teaching experiment,the researcher conducted a pre-test on the two classes,and a post-test on the two classes after the end of the teaching experiment.After the experiment,the test data were input into spss25.0 for analysis,and the changes of reading scores of the two classes were compared.In order to study the influence of multimodality on English reading attitudes,the researcher conducted two questionnaires before and after the experiment,and interviewed students in the experimental class about their attitudes towards this teaching method after the experiment.Through the teaching experiment of one semester,combined with the results of pre-test and post-test and questionnaire survey of two classes,as well as the interview records,the author drew the following conclusion that the application of multimodality in junior high school English reading teaching can effectively improve students’ reading performance and change their attitude towards reading.