The Multimodal Discourse Analysis Of Vocabulary Teaching In High School High-quality English Classes

Research on multimodal teaching started in the 1990s and has been rapidly developing in the 21st century.In recent years,multimodal foreign language teaching has become an emerging field of foreign language research.In order to study the application of multimodal vocabulary teaching in high-quality lessons,the role played by each modality,and the connection between multimodal vocabulary teaching and thematic meaning,this study selected 22 lesson examples from the 15th National High-quality Lesson Contest based on multimodal discourse analysis theory as the research object,and used observation method and annotated the lesson cases with the help of multimodal discourse analysis tool ELAN to collect the data of multimodal utilization and analyzed the distribution.The research findings are as follows:1.Multimodal vocabulary teaching is broadly used in high school English high-quality classes,and rich modal resources such as PPT,images,videos,audio,gestures,and expressions were used.2.The teachers preferred to use the following modal resources:presentation of vocabulary in PPT,images,reading vocabulary aloud,explaining vocabulary with English explanations,smiling expressions.3.In multimodal vocabulary teaching,visual modality and auditory modality were the most frequently used modalities in vocabulary teaching,and they played complementary roles to strengthen the teaching effect of vocabulary.4.The multimodal vocabulary teaching transformed the boring way of vocabulary learning in the past and stimulated the interest of vocabulary learning to promote the effect of vocabulary teaching.5.Multimodal vocabulary teaching based on thematic meaning enabled vocabulary teaching more conducive to reducing the boredom of learning language alone,thus increasing the participation in class.In addition,multimodal vocabulary teaching based on thematic meaning can also increase the recurrence rate of vocabulary and deep understanding of the discourse.6.Multimodal vocabulary teaching also suffered from deficiencies in modality selection and collocation.Based on research findings,this study proposes the following recommendations for teaching English vocabulary in high school:1.Teachers should have the capability of multimodal vocabulary teaching and vocabulary knowledge storage,and make full use of modern information technology to carry out multimodal vocabulary teaching.2.Teachers should design modal combinations scientifically and match modalities rationally according to teaching objectives,teaching contents and other conditions so as to give better play to the reinforcing effect between modalities.3.Teachers should combine traditional vocabulary teaching methods with multimodal vocabulary teaching methods.Moreover,they should combine the multimodality,vocabulary teaching based on thematic meaning with students’initiative to find the best combination of the three.Finally,this thesis analyzes the use situation of multimodality and thematic meaning in vocabulary teaching in the 15^th national high school English high-quality English classes based on multimodal discourse analysis theory.This not only enriches the multimodal theory,but also provides some implications for high school English vocabulary teaching.