A Study On The Application Of Picture Books In Primary School English Teaching From The Perspective Of Multi-modal Discourse Analysis

The New Curriculum Standards(2017)for Primary Schools advocates that teachers use a variety of means to explore educational resources.Picture books provide rich reading materials for children and become indispensable resources for teaching and English learning.In the teaching of multi-modal picture books,teachers make full use of the richness and diversity of various modes combined with picture books to improve the atmosphere of classroom learning and stimulate students’ different sensory experience,and finally achieve the goal of improving classroom efficiency.Based on the theory of Multi-modal discourse analysis,input hypothesis and language output hypothesis,this study applies the theory of Multi-modal discourse analysis to the teaching of English picture books.It aims to study the following three questions:(1)What effects does the teaching of English picture books based on Multi-modal discourse analysis have on the reading interest of primary school students?(2)What effects does the teaching of English picture books based on Multi-modal discourse analysis have on improving pupils’ English vocabulary?(3)What effects does the teaching of English picture books based on Multi-modal discourse analysis have on pupils’ reading ability?The author takes 80 fifth-grade students of a primary school as the research subjects.In the teaching process,the experimental class(EC)comprehensively uses the theory of Multi-modal discourse analysis to carry out English picture book teaching.In contrast,the control class(CC)is taught in accordance with the traditional picture book teaching method.The duration of control teaching is one semester(four months).Before the experiment,the English scores of the two classes were collected as the basic data and used as the comparison standard after the experiment.The pre-test and post-test data were analyzed by SPSS 23.0.Through data analysis,the results of the changes in the English scores of the two classes are obtained to verify the theme of this study.In order to further investigate the influence of the application of Multi-modal discourse analysis theory on English picture book teaching,this study also designed a questionnaire for students in EC.Questionnaires and after-class interviews were used to understand their interest in learning English picture books,their vocabulary,their ability to read picture books independently and their recognition of this teaching mode.The results of this study show that the students in the experimental class have significantly improved their interest in reading,and their vocabulary and reading ability have also changed significantly.This shows that in the process of teaching English picture books in primary schools,guided by the theory of multi-modal discourse analysis,it can stimulate students’ interest in reading and improve their English learning performance.This model is effective in primary School English teaching.At the same time,this study also has some shortcomings.For example,only students from experimental class and control class were selected to participate in this study,and the number of participants was limited,which could hardly reflect the learning level of students in the whole year.It is hoped these defects will be improved in future research.