A Study On English Teacher Class Discourse Analysis In Junior Middle School Based On Multi-modal Discourse Analysis Theory

In order to improve the teaching level of English in junior middle schools,more and more junior middle school English teachers realize that the importance of multi-modality.And teachers gradually begin to use multi-modality in the classroom teaching.In this way,the multi-modal discourse function of the classroom can be maximized,thus enhancing the classroom learning atmosphere and promoting teaching.Teacher discourse is not only a tool for educators to impart cultural knowledge to learners,but also a medium for teachers and students to exchange knowledge and ideas.The quality of a class mostly depends on the functionality and effectiveness of the teacher’s discourse.In order to know the effect of English teaching in the primary and junior school and improve the quality of teachers’ classroom teaching,more and more linguists are engaged in teacher discourse analysis.Therefore,it is necessary to analyze the multi-modal discourse of English teachers in junior middle schools.The theory of multi-modal discourse analysis is a new theory of discourse analysis,which developed on the basis of systemic functional linguistics and social sign theory.The teaching based on the theory of multi-modal discourse analysis meets the requirements of the present development.However,the author finds that little research has been done on multi-modal discourse analysis of English teachers in junior middle school.Therefore,based on Halliday’s systemic functional linguistics,this study i analyzes the application of teacher discourse in Junior Middle school English class.Firstly,the study aims to investigate the main multi-modal factors and their teaching effects in junior middle school English teaching through classroom observation.Secondly,by means of questionnaires and interviews,this paper explores whether the teaching of multi-modal discourse in Junior Middle school English class can help students to understand the teaching contents,increase their enthusiasm for English learning and improve students’ interest in learning English;Finally,it discusses how to use multi-modal discourse analysis to guide teaching reasonably and effectively in junior middle school English class.In this study,English teachers and students of their classes in Lanshan Experimental Middle school and Andongwei Experimental Middle school are taken as subjects to explore the multi-modal teacher discourse in Junior Middle school English class.The results of the study are as follows:Firstly,most educators and learners consider that the use of multi-modal teaching can help students understand and master the knowledge they have learned;Secondly,the use of multi-modal discourse teaching can fully mobilize learners’ multi-sensory participation in learning,so that students’ interest in learning English increases and their learning achievements improve rapidly;Thirdly,through classroom observation,we can find that students’ participation in classroom teaching has been greatly improved,and students’ confidence in learning English is enhanced.