On The Development Of The Multiliterac Mode

Learners have been in a passive position under the traditional unilateral-modegrammar teaching, and they have gradually lost their enthusiasm to learn Englishgrammar. The new reformation in education advocates that teachers are expected tobalance knowledge instruction and learners’ development through an activecooperation with the learners. By comparing with the traditional literacy, learners usemore than one sensor to understand grammar, which characterizes the multiliteracy inlearning grammar.Based on literature review of the multiliteracies study, the author finds that themultiliteracies researches on teaching account for a larger proportion, but researcheson English teaching, especially on a specific English knowledge---English grammar,account for less.This essay focuses on the multiliteracy model in English grammar teaching.Firstly, the paper expounds the significance of the study from the perspective of socialprogress, and the development of education, and the inherent requirement of learners’interest. Secondly, it borrows ideas from the theory of the social semiotics. Finally, theauthor gets knowledge of the current situation in learning English grammar throughthe questionnaire survey, and by SPSS data analysis.From the results of the questionnaire survey and the empirical data, it is foundthat learners know the importance of grammar, and the necessity of learning grammar.However, because of some external or internal factors, they are not active to learngrammar in class. Furthermore, the traditional unilateral-mode with only blackboardor textbook, can not be helpful for learners to learn grammar. Besides, many learnershold that if teachers can teach grammar by using pictures or video or audio, they willlike learning much more.At last, the study based on the problems of the questionnaire survey, theempirical data, and the multiliteracies resources available in most teaching classes,puts forward the multiliteracies mode model. Guided by the above diagram model, theauthor offers a proposal for the multiliteracy development model as follows:Instructive multilteracies by the instructor; Cooperative multilteracies by the learner;Different form multilteracies by the assignment.