The Application Of Multimodal Theory To English Vocabulary Teaching In Junior Middle School

Multimodal vocabulary teaching is a combination of sound,text,picture,video to learn and explain vocabulary,and use group cooperation,role playing and other learning methods in the learning process.Multimodal vocabulary teaching ensure the multimodality of vocabulary input and the diversification of vocabulary output,in order to mobilize students’ senses of hearing,vision,touch and other senses for efficient vocabulary learning.Research on multimodal theory started late in our country,but many achievements have been made in theoretical research and practical exploration.This research applies multimodal theory to junior high school English vocabulary teaching.In this study,62 students from a parallel class in Grade 8 of Naxi middle school in Luzhou City,Sichuan Province were selected as subjects,and the experiment lasted for three months.This study aims to observe the students’ response in the class of multimodal vocabulary teaching,and to explore how to choose and design the modals in English vocabulary teaching.The following two research questions are put forward:1.What is the reaction of students when teachers use the multimodal vocabulary teaching method? 2.How do teachers design and choose modals in English vocabulary teaching in junior high school ?To answer the two research questions,this research conducted a three-month teach ing experiment from April to June 2020.During the experiment,the researchers mainl y used classroom observation,questionnaire survey and interview.After the experiment,the researchers found the following for question one: 1.Students are active in multim odal vocabulary teaching class and there is much interaction between teachers and stu dents;2.Students actively participate in group cooperation,and students are highly mot ivated to study cooperatively and participate in group discussions.As for question 2,t he conclusion can be drawn as follows: 1.Teachers should coordinate the relationship between modals;2.Teachers should coordinate the relationship between Power Point and books;3.Teachers should pay more attention to the use of blackboard.The findings of the research have brought some implications to junior middle school vocabulary teaching.Firstly,teachers should make rational use of multimodal teaching to avoid counterproductive teaching effect;secondly,according to the characteristics of students’ learning level,the teacher should select and use modals reasonably in multimodal vocabulary teaching,thirdly,the vocabulary teaching under the multimodal theory brings new challenges to teachers’ classroom organization ability.