An Investigation On The Application Of Multimodal Models In Junior High School English Vocabulary Teaching

"Social semiotics theory","systematic functional linguistics" and "multimodal discourse analysis theory" are the basic theoretical framework of this research.Classroom observation research,literature research,interview research and questionnaire research are used to carry on with research about the questions raised.Based on the teaching records and interviews of many teachers,the existing research results and questionnaires,the application status of the multi-modal model of English vocabulary teaching in junior middle school is analyzed,and the problems that were found and countermeasures are discussed in detail.Finally,starting from the principle of multi-modal perspective and the teaching process under the multi-modal mode,classroom observation provides a strong basis for the research on the application status of the multi-modal mode in English vocabulary teaching,and provides the direction for this research.English vocabulary teaching is different from other subjects.Vocabulary is the basis of the whole English subject teaching and has its own particularity.If vocabulary is not well mastered,we cannot effectively express many things in English and even affect the language expression in listening,speaking,reading and writing.Therefore,traditional vocabulary teaching has been unable to meet the needs of the classroom and students,so it is urgent to explore a new vocabulary teaching model.After that,many linguists put forward the concepts of modal,multimodal theory and multimodal teaching,and many people began to study them at a deeper level.In general,modes can be thought of as channels of communication and media,involving various symbolic systems such as language,images,color,and music.As the name implies,multimode is a process involving three or more senses,such as smell,sight and hearing.Multi-modal teaching is the specific practice of multi-modal theory in teaching activities,to stimulate students’ interest in learning vocabulary in class and fully mobilize students’ enthusiasm so that students can understand this word more deeply.In fact,the application of multi-modal mode in junior middle school English vocabulary teaching is a more detailed branch of multi-modal mode teaching.There are three main problems studied in this paper,which are as follows:1.What is the application status of multi-modal mode in junior high school English vocabulary teaching?2.What are the problems existing in the multi-modal English teaching by junior middle school English teachers?3.How should we do to solve the problems in the teaching of multimodal vocabulary?Through classroom observation,questionnaire survey and interview,the following conclusions are drawn: First,some teachers lack relevant knowledge of multimodal theory and do not understand multimodal mode and multimodal discourse analysis theory.Second,some teachers still rely on the traditional English vocabulary teaching method,students read and memorize.Third,many junior high school English teachers teach vocabulary in a single mode,fail to use a variety of symbol resources,and can not reasonably coordinate various modes.Fourth,some teachers pay too much attention to multimedia teaching when teaching vocabulary in class,and there is basically no writing on the blackboard.Therefore,the researcher proposes the following improvement strategies: First,schools should organize training on the theoretical meaning,application process and principles of multimodal vocabulary teaching.Second,teachers should change their teaching concepts,combine the multi-modal vocabulary teaching model with the traditional vocabulary teaching model,and pay attention to teaching in context.In addition,teachers should prepare classes in advance,design teaching content,allocate time reasonably,and strengthen classroom management.Third,teachers should excavate a variety of symbol resources,correctly adopt different modes,and create a positive and active classroom atmosphere.Fourth,teachers should constantly improve their professional ability and computer skills.This paper presents a new idea of vocabulary teaching based on multi-modal theory,in order to provide an effective English vocabulary teaching model for the majority of junior high school English teachers and a more situational method for students to learn and master vocabulary.