The Application Of Multimodal Teaching Method To English Vocabulary Teaching In Senior High School

Vocabulary is the basis for senior high school students to learn English.Only on the basis of mastering a certain number of vocabulary,students can better carry out reading,writing,oral communication and other high-level activities.The vocabulary teaching method which emphasizes memorization,spelling and quantity has its unique advantages in enlarging students’ vocabulary.However,while the teacher strengthens the students’ vocabulary memory,the teaching method is mechanical and boring,which makes the students lack interest in vocabulary learning and the effect of vocabulary learning is not ideal.In addition,although there are many studies on the application of Multimodal Teaching Method to English teaching,there is still room for further empirical research on vocabulary teaching in senior high schools.In view of this,this study is based on the Multimodal Discourse Analysis,and aims to explore the impact of Multimodal Teaching Method on senior high school students’ interest,behavior and achievement in English vocabulary learning.The research questions are as follows:（1）What is the effect of Multimodal Teaching Method on senior high school students’ interest in vocabulary learning ?（2）What is the effect of Multimodal Teaching Method on senior high school students’ vocabulary learning behavior ?（3）What is the effect of Multimodal Teaching Method on senior high school students’ English vocabulary achievement ?First,with the help of Multimodal Discourse Analysis Theory,the author builds an application framework for multimodal vocabulary class.The framework aims to integrate pictures,sounds,body language and other modal resources in the process of vocabulary teaching,and fully mobilize students’ multiple sensory systems,so as to improve students’ interest in vocabulary learning and class participation.Then,the author took advantage of the opportunity of an internship in senior high school in Xinyang,selected students of grade one and two classes as the samples of this study.In the two classes,Multimodal Teaching Method and Traditional Teaching Method were adopted respectively to conduct a teaching experiment for one semester.Before and after the experiment,the author conducted a questionnaire survey and a vocabulary test on the two classes to understand the changes in students’ attitude,behavior and achievement in vocabulary learning.After the experiment,some students of the experimental class were randomly selected for interview.Then,the author used SPSS25.0 to analyze the data of questionnaire and vocabulary test results.The results show that:（1）Only 27.7% of the 90 students who took the pre-questionnaire indicated that they enjoyed vocabulary lessons.After four months of teaching experiment,71.1% of the students in the experimental class began to like vocabulary lessons.Specifically,students like the class atmosphere of English vocabulary created by teacher and the way vocabulary is presented.（2）The behavior and habits of the students in the experimental class have changed in vocabulary learning in and after class,which is shown as follows: 68.9% of the students listen carefully and take notes in English vocabulary class,and 71.2% of the students regularly arrange the time for vocabulary learning after class.（3）The post-test achievement of students in the experimental class were improved（P=.000<0.05）,while the achievement of students in the control class were not significantly changed（P=.568>0.05）.Specifically,there are significant differences in the achievement of vocabulary cognition and vocabulary application between the two classes.In addition,the interview results also showed that students liked the way teacher used pictures and audio to teach vocabulary.This way of presentation can show vocabulary more directly and vividly,and deepen students’ understanding and application of vocabulary.Through the above research,we can get the following teaching implications: in vocabulary teaching,teachers should pay attention to the selection and collocation of modes,but also pay attention to the allocation of time;pay attention to the richness and contextualization of vocabulary practice activities;keep up with the pace of the times,and constantly enrich their own teaching ideas.