A Study On Students’ English Class Participation In Junior Middle School Under Multimodal PPT-Assisted Instruction

With the continuous development of science and technology,multimedia teaching has been popularized and developed in the classroom.In particular,PPT courseware-assisted teaching has become a commonly used teaching method,and its impact on the classroom cannot be ignored.At present,studies on the factors influencing class participation and the impact of multimodal PPT-assisted instruction abound,but studies on students’ English class participation from the perspective of multimodal PPT teaching are rare.Therefore,this study puts forward the following specific questions to explore junior middle school students’ participation in English class:(1)What is the situation of junior middle school students’ participation in English class under multimodal PPT-assisted instruction?(2)Are there any differences among students with different English proficiency levels in cognitive participation,emotional participation and behavioral participation,and if so,what are the differences?Based on the theory of student participation and multimodal discourse analysis,this study takes a total of 139 students from three classes in the second year of a junior middle school in Xi’an,Shaanxi Province as the research participants and adopts the methods of questionnaire and classroom observation to analyze and discuss the above questions.It is found that:(1)The situation of students’ class participation under multimodal PPT-assisted instruction is good.Most students like multimodal PPT teaching.When teachers properly design and operate multimodal PPT,students can stay focused,actively think and participate in classroom activities;(2)There is no significant difference in the dimension of emotional participation among students with different English proficiency levels,but there are significant differences in the dimensions of behavioral participation and cognitive participation,that is,there are significant differences in the degree of concentration and elucubration in the behavioral dimension,the mastery of deep-level and shallow-level strategies and their dependence on PPT in the cognitive dimension.Based on the above findings,some suggestions for the design and use of multimodal PPT are put forward.