Action Research Of Elementary Mandarin Speaking Class In British Secondary School Based On The Theory Of Multimodal Discourse Analysis

During my internship at Fortismere School in the UK,I found that some Mandarin classes were a little boring due to the single teaching method,and some classes were not focused because of the complicated teaching methods.Therefore,this paper will use the theory of Multimodal Discourse Analysis to conduct action research on this phenomenon.This study takes 33 learners in grade 11 of Fortismere School as the research object.Based on the theory of Multimodal Discourse Analysis,it uses classroom observation,questionnaire survey and test case action research to explore the effectiveness of this theory in secondary schools in the UK and the impact of optimal modal configuration on teaching effect.Each stage of research is carried out in accordance with the steps of "planning-implementation-inspection-reflection".Through the analysis of the three stages of action research,this paper preliminarily concludes that the theory of Multimodal Discourse Analysis is effective in elementary Mandarin speking classes in Fortismere School,and can arouse learners’ interest in learning,and draws a conclusion: the teaching effect is better when the application ratio of language modality and other modes is 6:4.The contrast between the three stages of research,tight link with each other,and the layer-by-layer progression are the highlights of this paper.This research is relatively complete and comprehensively analyzes the teaching situation of elementary Mandarin speaking class in Fortismere School in the UK.It preliminarily verifies the validity of the theory and obtains a better proportion of modal application.It is hoped that the relevant suggestions can provide teaching ideas for elementary Mandarin speaking classes in British secondary schools and promote the development of Chinese education in the UK.