Multimodal Teaching Of English Vocabulary Acquisition Effect Of Empirical Research

In recent years, the innovation of college English Teaching has gone ahead in succession atmany colleges and universities of our country. In terms of the college English teaching reformplan, more and more attention is paid to the development of students’ listening and speaking ability,and the improvement of listening and speaking ability is based on vocabulary. Despite that purevocabulary test have been removed from CET-4&6, the demand for vocabulary test did not lower,on the contrary, a higher requirement for vocabulary test has been set for college students. Theusage of vocabulary in listening, speaking, reading, writing, translating become the focus ofassessing students’ English proficiency. Adjustment in content and form of exam has imposed anew challenge on vocabulary teaching of college English.The study of Multimodal discourse which emerged in western countries in the late1990shave made a great impact on the research direction of many disciplines, Its instructions toLanguage teaching increasingly arouses the attention of researchers; Many scholars both at homeand abroad have carried on research to it from different angles, however, most researchers paidparticular emphasis on theoretical discussion, and less work has been done on empirical researchand the relevant quantitative and qualitative analyses. Based on the research of former researchers,this research employs the method of combination of theory and practice to explore multimodalvocabulary teaching model and multimodal teaching strategies of college English classes, and toinvestigate the validity of multimodal vocabulary teaching model on students’ English vocabularyacquisition by carrying out the teaching experiments.The research last for one year (two semesters).64non-English majors freshmen of GanNannormal university participated in the teaching experiment. The method of cross-over research isadopted in the study. First of all, a pre-test was implemented to choose those are equal in Englishfrom two science classes, then divide them into two parallel classes(class A contained30students,class B contained34students). The research includes two vocabulary teaching experiment. In thefirst experiment, The classA2was taught with the traditional vocabulary teaching methods, whilethe classB2with multimodal vocabulary teaching model. At the end of semester, vocabulary testsare supplied to students to test the mastery of the cognition and usage of the target words of them.All data collected from the teaching experiment were analyzed by SPSS to compare the teachingeffects of two vocabulary teaching model on students’ mastery of the cognition and usage of thetarget words. Finally, the questionnaire survey is used to explore the students’ attitude to the twovocabulary teaching model, to explore the influence of the two teaching model on students’vocabulary acquisition and autonomous learning ability.The results of this research shows that multimodal vocabulary teaching is more effective thantraditional vocabulary teaching on students’ vocabulary acquisition and vocabulary retention ingeneral, the scores of students in vocabulary tests had significantly correlation with teachingmodel. The results of paired samples t-test and independent samples t-test indicate that the testscores of students via multimodal vocabulary teaching approach are higher than traditionalvocabulary teaching approach. However, based on further analysis of test data, we find that thetest scores of students via multimodal vocabulary teaching model are lower than traditionalvocabulary teaching model in words spelling, and it demonstrated that high frequency dictationtraining in traditional vocabulary teaching model can help to improve the accuracy of wordsspelling. Multimodal vocabulary teaching still needs to be strengthened in improving students’ accuracy of words spelling. The questionnaire results indicate that multimodal vocabularyteaching has superiority over traditional vocabulary teaching in stimulating students’ learninginterest, improving students’ listening and speaking ability and consolidated the usage ofvocabulary, but it still needed improved in developing students’ autonomous learning ability.