A Study On The Influence Of Teachers’ Classroom Multimodal Discourse On Senior High School Students’ English Learning Motivation

Teachers’ teaching philosophies,strategies,and personalities are crucial in improving teaching effectiveness.And,in the teaching process,these elements are reflected in the teachers’ multimodal discourse,which will influence students positively in many aspects,particularly in terms of their learning motivation.However,researches on the relationship between teachers’ multimodal discourse and students’ motivation are mainly focused on university students at home and abroad,and few studies take senior high school students as the research subject.Therefore,in this thesis,two types of teachers were chosen to study the effects of differences in the multimodal discourse of high school English teachers on high school students’ English learning motivation: the experienced English teachers and the novice English teachers.We selected two experienced English teachers and two novice English teachers in Grade 1 in senior high school in Tianmen City,and we also studied students’ learning motivation in four teachers’ classes.Based on Zhang Delu’s Multimodal Synthetic Framework and Motivation Theory,this thesis observes and analyses the experienced English teachers’ and novice English teachers’ classroom multimodal discourse to explore the differences in the multimodal discourse of these two types of teachers and the effects on students’ extrinsic and intrinsic learning motivation.We focus on the following two main questions:1.What are the characteristics,differences and the causes of differences of teachers’ classroom multimodal discourse between experienced and novice English teachers in senior high school ?2.How do the experienced English teachers and novice English teachers’ multimodal discourse affect students’ learning motivation? And What are the mechanisms behind them ?Meanwhile,we design the questionnaire according to intrinsic and extrinsic motivation and language,para-language,bodily and visual modalities of Zhang Delu’s Multimodal Synthetic Framework.Based on the analysis of videos and questionnaire,we have obtained the following results:(1)Firstly,there are slight differences in the frequency of bodily modalities,visual modalities,and para-language modalities used by experienced English teachers and novice English teachers,with the experienced English teachers using stress,facial expressions and PPT modalities more.Secondly,the reasons causing the differences are two types of teachers’ teaching age,differences in their multimodal discourse,and students’ English preferences.(2)Compared with novice English teachers,while experienced English teachers use cultural background,smile,and vivid pictures,students’ extrinsic motivation is higher;when they use warm greetings,thumb-ups,and cartoon videos,their students’ intrinsic motivation is higher than novice English teachers.All in all,senior high school English teachers’ classroom multimodal discourse are various,among which experienced English teachers use stress,facial expressions,postures,and PPT modalities more than novice English teachers,so it is helpful for them to improve students’ extrinsic and intrinsic motivation.Besides,students’ basic levels of English and classroom responses also fed into teachers’ teaching modalities.The above findings are conducive to optimize teachers’ classroom multimodal discourse,enhance teaching effectiveness and promote the relationship between teachers and students in senior high school.