The Application Of Multimodal Teaching To English Grammar Teaching In Junior High School Based On Three-dimensional Grammar

National English Curriculum Standards for Compulsory Education(2022 edition)points out that grammatical knowledge is the unity of form,meaning,and use,which directly affects the accuracy and appropriateness of students’ language use,and this idea is the same as the Larsen Freeman’s Three-dimensional Grammar Theory.However,in current English grammar teaching of the junior high school,teachers still use Grammar Translation Method and the Induction Method,and students are required to do mechanical exercises or even to recite the grammar rules,which makes grammar teaching divorced from the real situation.As a result,it is troublesome to stimulate students’ interest in learning,and the effect of grammar teaching is limited.With the development of multimedia technology,multimodal teaching provides much convenience for education.Multimodal teaching is to activate students’ vision,hearing and other senses in classroom teaching by means of audio,video,role-playing,and other ways,to stimulate students’ different senses in learning and prompt students to actively participate in language learning activities.At the same time,multimedia can help teachers construct the life-like context,where students can learn and use grammar in it.The multimodal teaching coincides with National English Curriculum Standards for Compulsory Education(2022 edition)in the concept of emphasizing the application of modern information technology,selecting appropriate multimedia means,and using grammar knowledge in real context.Therefore,this study attempts to combine multimodal teaching and Three-dimensional grammar view and apply it to grammar teaching in junior high school.The study intends to explore the following two questions:(1)How does multimodal teaching based on Three-dimensional Grammar affect students’ grammar competence?(2)What changes happen to students’ attitude toward grammar learning after the employment of multimodal teaching?In this study,101 students from two parallel classes in Grade One in W school in Chengdu were selected for a 13-week teaching experiment.There are 50 students in class one and 51 in class two and they are selected as experimental class and the control class randomly.During the experiment,experimental class and control class were taught there be structure,present progressive tense and imperative structure by using the multimodal teaching Method and the induction method,respectively.The whole experiment was divided into three stages: pre-experiment,teaching intervention,and post-experiment.Before the experiment,a pre-test and a pre-questionnaire were conducted in both two classes.After the teaching intervention,a post-test and post-questionnaire were conducted,and 9 students from experimental class were selected for interviews.The results showed that firstly,multimodal grammar teaching could improve the overall quality of junior high school students’ grammar competence.Specifically,it improved the students’ ability to use grammar significantly.However,in terms of the understanding of the form and meaning,it made little difference.Secondly,multimodal grammar teaching exerted a positive influence on students’ attitude towards grammar learning,that is,showing greater interest in grammar learning.Based on the above research results,it can be found that the application of the multimodal teaching based on Three-dimensional Grammar to grammar teaching in junior high school is effective.To some extent,this study enriches the empirical research results of the multimodal teaching in grammar instruction in junior high school and puts forward some useful suggestions for English grammar teaching in junior high school and future related research.