The Application Of Multiliteracies Pedagogy To English Writing Teaching

English writing is a necessary basic skill for foreign language learners and an important part of English teaching in senior high schools in China.According to The National English Curriculum Standards for Senior High Schools(2017 Edition,revised in2020),English writing teaching in China is deficient in improving students’ language ability,writing ability,and thinking capacity.Therefore,many scholars are devoted to discussing and studying how to improve English writing teaching.In this study,the author applied the multiliteracies pedagogy to the English writing class in senior high school based on social semiotics and multimodal discourse analysis theory,hoping to improve the current English writing teaching and improve students’ English writing ability.The purpose of this study is to answer the following questions: 1.Can the application of the multiliteracies pedagogy in English writing teaching affect students’ writing ability? 2.Which aspects of students’ writing ability can be affected?This research was carried out in two classes of senior two in Chongqing for three months.The research subjects are 110 students from Class 2 and Class 13 of Senior 2.There are 57 students in Class 2 and 53 students in Class 13.Class 2 is the experimental class,which employed the multiliteracies pedagogy.Class 13 is the control class,which still adopted the traditional writing teaching method.Before the teaching experiment,the author conducted a pre-writing test in two classes.At the same time,in order to know more about the status of English writing of the experimental class students,the author conducted a questionnaire survey and interview.After the teaching experiment,the author conducted a post-writing test in two classes.The students in the experimental class were interviewed again.Then,the author collected students’ compositions in the pre-test and post-test,compared and analyzed the relevant data with SPSS 26.0,and finally drew the research conclusion.Through data analysis,the author found that the writing scores of the experimental class were significantly improved compared with those of the control board,which indicated that the multiliteracies pedagogy could effectively improve students’ writing ability.Based on the analysis of the fluency,accuracy,and complexity of students’ written compositions,the author found that the multiliteracies pedagogy can effectively improve the English writing ability of senior high school students,especially the fluency and accuracy of writing.However,there was no significant improvement in complexity,which is also the part that needs to be reflected and explored in this study.Based on the major findings of this study,the author puts forward some suggestions on the application of the multiliteracies pedagogy to senior high school in order to promote its application in teaching practice and provide some references for future research.Due to the limitations of objective conditions and the author’s research ability,this study still has shortcomings such as short duration,a small number of experimental subjects,and insufficient research depth.It should be further improved in future research.