Application Of Multimodality To Teaching Of College English Intensive Reading

At present college English teaching condition has been greatly facilitated. However, the difference between multimedia and multimodal teaching is not full realized by many teachers, hence the teaching efficiency has not been improved. Many professors and scholars have attempted to study the multimodality in English teaching, but it’s still in the infant stage in China. Based on the researching situation, the author of the thesis performs the research on the application of multimodality to teaching of college English intensive reading and wants to testify the following questions:one is how the different modalities work together to construct meaning in the teaching of college English intensive reading; the other is how the multimodal design enhances the students’learning input and makes the output efficient in the teaching of college English intensive reading.With an experimental research in the author’s teaching, the two questions are gradually responded. As for the first question, the research shows that the different multimodal elements work together to conduct meaning with the framework of design, including the design of linguistic modality, visual modality, audio modality and gestural modality in teaching. The design of teaching model is dynamic when used to achieve meaning-making in classroom context. In this process, the students’ mutiliteracy through all the modalities will help them fully understand the meaning of the teaching content. In the teaching process the second research question is responded. The design of multimodal elements is built on the principles of selection of multimodalities, including principles of effect, matching and economy so that it will guarantee the input enhancement of students’learning in teaching. The synergy of different modalities plays an important role in the teaching process. Therefore, teacher should rationally select visual modality, audio modality and linguistic modality to ensure the effective input of students’learning. At the same time, the teacher should activate gestural modality to enhance the students’output. In this research, this is achieved by classroom discussion, dubbing, role play and reading imitating. Meanwhile, not only should teachers improve their abilities of multiliteracy, but also students’ability of recognizing multilieracy should be cultivated. Teachers’position will not be replaced by computers. The interactive exchange between teachers and students is the most effective way of teaching and learning.Recently, multimodal teaching in English has not been used widely in China. The empirical research provides multimodal model for college English intensive reading teaching. The author hopes it can inspire other teachers or researchers in their teaching and study in order to deepen the teaching reform of college English intensive reading.