Empirical Study Of Multimodal Teaching Approach In English Reading Teaching In Rural Senior High Schools

Reading is a crucial part of English teaching in senior high schools.It is not only an important way for students to learn English,but also the standard to measure their English level.However,in terms of the current English reading teaching in rural senior high schools,teachers prefer to pay more attention to the explanation of grammar and the translation word by word.This “cramming” teaching method completely ignores students’ interest in learning and makes learning boring.The traditional reading teaching method cannot improve students’ English reading comprehension ability,and the reading teaching cannot achieve the anticipate results.Today,the multimodal teaching approach has been widely applied in English teaching of urban senior high schools in China,and has achieved great results.However,the practice of multimodal teaching approach in rural senior high schools is less.The main reasons are the poor teaching infrastructure in rural areas and the weak knowledge of students.With the inclination of education policy to rural areas,the classroom of rural high schools also has multimedia teaching equipment,which makes it possible to implement multimodal teaching.The author tries to make an empirical study of multimodal teaching approach in English reading teaching in rural senior high schools with the support of multimodal discourse analysis theory.And it focuses on the following three questions:（1）What effect does the application of multimodal teaching approach in English reading teaching in rural senior high schools have on students’ interest in English reading?（2）What effect does the application of multimodal teaching approach in English reading teaching in rural senior high schools have on students’ English reading comprehension ability?（3）What effect does the application of multimodal teaching approach in English reading teaching in rural senior high schools have on students’ cross-cultural communicative competence?This research makes a teaching experiment in Dalian Lyushun No.3 Senior High School.The author uses the methods of texts,questionnaires,and interview.SPSS23.0 is used to sort out and analyze the data.In this research,the author finally concludes that the multimodal teaching approach has a positive effect on improving rural high school students’ interest in English reading,English reading comprehension ability and cross-cultural communicative competence.