The Research On English Writing Teaching In Junior High School Based On Multimodal Information Input

As one of the basic skills of English learning,writing can reflect learners’ learning level comprehensively and deeply,and it is also an important part of English teaching.With the development of information,technology and the requirements of English teaching reform,multimodality has become a hot topic for linguists and educational experts in recent years.Since the beginning of the 21 st century,as a new educational concept,multimodality has been widely used in the teaching of vocabulary and reading,but by sorting out the relevant literature at home and abroad,there is little research on its application in English writing teaching,and the research mainly focuses on qualitative analysis.Therefore,this paper aims to explore the influence of multimodality in English writing teaching by combining multimodal theory with writing teaching practice.Based on the theory of multimodal discourse analysis,the input hypothesis and the output hypothesis,this paper mainly studies the following two issues:Can multimodal writing teaching improve junior high school students’ English writing performance?Is multimodal writing teaching more effective than traditional writing teaching approach?The author takes the students of two classes of grade eight in Yichang No.8 Middle School as the research object to carry out an empirical study,and the experiment time lasts for three months.In the experimental class,multimodal information input writing teaching is implemented,and the comprehensibility,interest and relevance of information input is emphasized.The control class is routine writing teaching.Before the experiment,a pre-test is conducted in two classes to determine the level of the students.After the experiment,a post-test is conducted in two classes,and a questionnaire survey and interviews are conducted in the experimental class.Considering the simplicity and operability of data processing,this study uses charts to analyze the results of the questionnaire survey,and uses SPSS18.0 to analyze the results of pre-test and post-test,and carries out quantitative analysis and qualitative discussion on the research issues.The results show that: firstly,the English writing scores of the experimental class is higher than that of the control class,and there is a significant difference between the two classes.Secondly,through class observation,questionnaire survey and interview,it can be found that compared with the traditional writing teaching approach,multimodal writing teaching has better effect.It provides students with multi-directional information input,arouses students’ interest in English learning and makes them actively participate in the class,Meanwhile,it can also cultivate students’ good writing habits and has a positive impact on their writing.This study has some implications for junior high school English writing teaching.Firstly,it can encourage more teachers to constantly update their teaching ideas,try different teaching methods suitable for students.Secondly,in order to achieve better teaching effect,teachers should start from students’ learning and teaching needs,choose the appropriate modality reasonably and pay attention to the collocation of modalities.