The Effects Of Multimodal Grammar Teaching On Students’ English Learning Motivation In Junior High School

Multimodal teaching is a teaching mode produced with the deepening development of education reform,which is richer and more vivid than the traditional teaching mode.At the present stage of education in our country,more and more schools introduce this kind of teaching mode.Multimodal teaching is completed through a variety of modes,including space,posture,action,voice,spoken language,graphics,animation and so on.Teachers should not only use language for teaching,but also comprehensively use multimodal language.In the process of teaching,these models cooperate with each other and guide students to actively participate in classroom learning.At present,many researchers at home and abroad have done a lot of research on multimodal teaching,but the research on multimodal teaching focuses more on multimodal teaching classroom organization or teachers’ multimodal discourse.In fact,multimodal teaching has a profound impact on junior high school students’ language learning motivation.Language learning motivation is an important factor in the process of learning a foreign language.Now there are some researches focusing on the correlation between multimodal teaching and language learning motivation.Based on the current research situation and the author’s teaching experience,this paper holds that it is of certain value to study the influence of multimodal teaching on junior high school students’ English learning motivation.Based on the theory of multimodal discourse analysis and learning motivation,combined with Zhang Delu’s multimodal English classroom teaching steps,this study aims to explore the effects of multimodal grammar teaching on students’ learning motivation in junior high school.This study adopts quantitative and qualitative research methods to answer the three research questions raised by the author.The quantitative research methods are tests and questionnaire,and the qualitative research method is interview.The three research questions are as follows:(1)What are students’ attitudes toward teacher’s multimodal grammar teaching?(2)What are the effects of multimodal grammar teaching on students’ English learning motivation?(3)Is multimodal grammar teaching effective in improving students’ English grammar competence? Research question 1 is studied by interview from three aspects: the impact of multimodal grammar teaching on students,students’ favorite modes and students’ suggestions on Teachers’ multimodal teaching.Research question 2 adopts the method of questionnaire.The research is carried out from two dimensions: the intensity of students’ learning motivation and learning attitudes.As for the research question 3,the author uses the tests to test the students before and after the experiment.The results showed that:(1)students with different English achievements both think that multimodal grammar teaching is helpful to their English learning,which is reflected in the teachers’ use of different modes to enhance their interest in learning,to attract their attention;students reflect that teachers use more modes such as text,pictures,audio,etc.,students prefer the use of video and pictures,as well as the teacher’s body language and eye contact;students don’t like too fancy PPT courseware,too much text content leads to learning difficulties,as well as too much oral discourse,more difficult to understand,less body movements,less learning difficulties Students are eager for more interaction and encouraging words.(2)As for the first aspect of learning motivation,students’ learning motivation intensity is generally high.From the level of effort,61.70% of the students study English harder,46.85% of the students spend a lot of time learning English,try to understand the English problems encountered,76.6% of the students finish their English homework seriously every day;from the perspective of concentration,53.2% of the students can concentrate immediately in class,51.1% of the students can ignore the interference and focus on learning tasks;from the perspective of persistence,51% of the students can learn English well Students learn to learn English continuously and have the consciousness of learning English for life.Through interviews,it is found that students with high and Middle English achievement have higher motivation intensity.On the second aspect of learning motivation,students generally hold a positive attitude towards learning.In terms of attitude towards English speaking groups,more than 50% of the students have a friendly attitude towards English speaking groups,and 49% of the students are eager to learn about western culture;in terms of attitude towards English learning environment,68.1% of the students recognize the importance of English subjects,and68% of the students like English teachers and their teaching activities;in terms of students’ attitude towards English learning,53% of the students think that English learning is important I want to know more about English.Through the interview,we find that the students with high English achievement and medium English achievement recognized the importance of learning English and thought that learning English was interesting.Students with high English achievement have stronger intrinsic motivation.(3)Under the multimodal grammar teaching,students’ overall English grammar competence has been significantly improved,and the average score of the post-test class is 5.68 higher than that of the pre-test.According to the different levels of students’ performance structure of pre-test and post-test,the number of students with low scores decreased significantly,from 25 to 9,and the number of students with high scores increased significantly,from 4 to 24.Using multimodality to design grammar teaching can not only improve students’ grammar competence,but also stimulate students’ English learning motivation.The author hopes that teachers can make use of multimodal teaching to improve students’ learning ability and motivation,and help students establish correct learning attitude.The author hopes that this study can bring some inspiration and value to the reform of English teaching methods in the future,and encourage them to further explore the influence of multimodal teaching on learning motivation.