Research On The Effect Of In-Class Multimedia Teaching On Can-Wish Verbs In TCSL

Based on the grammatical teaching theory of TCSL and the cognitive theory of multimedia learning, this thesis compares the effects of in-class multimedia teaching with traditional ones on can-wish verbs, analyzes the influences of applying multimedia on can-wish verbs' teaching effects by doing teaching experiments through the method of combining qualitative analysis with quantitative analysis.The first chapter expounds the motivation and significance of writing this thesis, introduces the previous researches and brings forward the scope and method of this research. The second chapter presents the theoretical basis and their instructional functions towards this research, describes the design of the experiments of this research. The third chapter compares and analyzes the scores of the pre-experiment tests. The fourth to the sixth chapters compare the effects of in-class multimedia teaching with traditional ones on can-wish verbs' meanings and pragmatic uses, grammatical structures, and the comprehensive teaching respectively. The last chapter comes up with several suggestions on can-wish verbs' teaching methods and the application of multimedia teaching to TCSL class. In addition, it also mentions the limitation of this research.The results of this research indicate that: 1) Pictures and flashes improve the teaching effects of can-wish verbs' meanings and pragmatic uses in the first grade, while they have no promoting effect in the second grade, there is no significant difference between the effects of the two teaching methods. The effects of using pictures and flashes correlate remarkably with students' grades. 2) Multimedia texts and audio materials have no promoting effect on can-wish verbs' grammatical structures' teaching, no matter in the first or the second grade. 3) Multimedia improve the comprehensive teaching effects of can-wish verbs in the first grade, while they have no promoting effect in the second grade, there is also no significant difference between the effects of the two teaching methods. The effects of applying multimedia have no significant correlation with students' grades.