An Investigation To The Application Of Multi-modal Lead-in In Senior High School English Classroom Teaching Based On The Systemic Functional Linguistics

Lead-in is the most basic and an essential step of the teaching process,and it has an important impact on the overall classroom teaching.In recent years,the related research on classroom lead-in has received great attention from the educational community.However,most of the current studies on classroom lead-in are limited to single modal research,and there are relatively few multi-modal studies on comprehensive classroom lead-in.This study attempts to analyze the multi-modal lead-in of high school English classrooms from the perspective of Systemic Functional Linguistics and to provide some suggestions for lead-in teaching.On the basis of Halliday’s Systemic Functional Linguistics theory,the author conducts an investigation in a senior high school in Yongfeng county,Jiangxi province under the guidance of the meta-functions of language and attitude system in appraisal theory.The study chooses the method of qualitative and quantitative research,and adopts various research instruments such as questionnaires,English classroom observation to collect and analyze relevant corpus and data.This paper explores the three research questions:(1)What modals of lead-in do teachers use in senior high school English classroom teaching?(2)What functions from Systemic Functional Linguistics are fulfilled by the multi-modal lead-in used by teachers in senior high English classroom teaching?(3)What attitudes do students hold towards the multi-modal lead-in used by teachers in English classroom teaching?Through the research,the findings of the study suggest that:In the process of multi-modal lead-in teaching,senior high school English teachers generally used a variety of modals,in which the language modal,multimedia modal,distance modal and action modal are used more frequently;From the perspective of language meta-functions,the muti-modal lead-in in senior high school English classroom teaching reflects the ideational function and interpersonal function of the language;From the perspective of attitude system,teachers were more likely to use judgement and appreciation resources to express their positive attitudes towards students’ performance,but less use affect resources.And teachers made extensive use of positive attitudinal resources to encourage students and stimulate interest in learning,and promoted the overall meaning construction of multi-modal discourse.From the perspective of student’s,multi-modal lead-in has been commonly used in senior high school English classroom teaching,and students had a positive attitude towards multi-modal teaching and were more satisfied with the current multi-modal teaching effect,but the feedback indicates that the current teachers’ multi-modal teaching ability is insufficient.Theoretically,this study helps to expand the research on the multi-modal lead-in teaching based on the Systemic Functional Linguistics,and promote people’s understanding of multi-modal research and foreign language classroom lead-in teaching;Practically,it can provide some references and teaching guidance for educators,so as to make full use of multi-modal resources to train students and promote the further construction and development of multi-modal English teaching.