A Study Of The Application Of Multimodal Metaphor In English Reading Teaching In The Senior High School

Reading plays an important role in the five major English language skills and the new curriculum standard puts forward clear requirements for students’ reading skills.However,English reading teaching in senior high schools has some problems,such as the difficulties in helping students have a deep understanding of reading texts,and the hardship in cultivating students’ interest in English reading,which,restricting the improvement of English reading teaching efficiency and quality,leads to the difficulties in implementing the goal of core literacy of English subjects.Multi-modal metaphor teaching method,combining multi-modality and metaphor theory in the teaching process,can simplify the complex content of the reading text,help students understand the complicated content,and stimulate students’ positive emotional experience and interest in reading through metaphors presented by multi-modality.Therefore,it is necessary to carry out research on the application of multi-modal metaphor in English reading teaching in senior high schools.In this study,the experimental research method was used to carry out a semester-long teaching experiment in two Grade-one parallel classes in a senior middle school in Z City,F Province.Class 7 is the experimental class,where multimodal metaphor was adopted to teach English reading;while Class 8 is the control class where the traditional English reading teaching mode was taken.This study aims to test two hypotheses: 1)English reading teaching under the guidance of multimodal metaphor can improve students’ English reading performance better than traditional English reading teaching;2)English reading teaching under the guidance of multimodal metaphor can improve students’ interest in English reading better than traditional English reading teaching.To the end of the experiment,two students were randomly selected from the high,medium and low levels respectively of the experimental class and interviewed,with a total of six.The results of the interview were used to verify the experimental data.The results show that: 1)The post-test English reading scores of the experimental class are higher than those of the control class,and there is a significant difference between the posttest English reading scores of the two classes(p=0.008<0.05).The English reading teaching mode under the guidance of multimodal metaphor is more helpful to improve the English reading scores of senior high school students,with a moderate effect size(d=0.579);2)The interest in post-test English reading in the experimental class becomes higher than that in the control class,and there is a significant difference between the two classes(p=0.042<0.05).The English reading teaching mode under the guidance of multimodal metaphor is more helpful to improve senior high school students’ interest in English reading,and the effect size is slightly below average(d=0.442).Finally,based on the research results and the actual situation encountered in the experiment,the author puts forward the following teaching suggestions: 1)When applying multimodal metaphor to teaching,teachers are due to choose the source domain that meets the students’ cognitive level,match the source domain and target domain in different fields,and use the metaphor chain that maps one-to-one with the reading text and present it in the form of multimodal blackboard writing;2)The types and quantity of modes should be controlled on the basis of considering the actual situation of students,the difficulty of teaching materials and teaching time.