The Role Of Multiliteracies Pedagogy In College English Teaching Of Reading

With the development of global information, the traditional reading literacy has unable tomeet the needs of learners. The methods of people to acquire knowledge transformed fromtraditional reading behaviors into multiliteracy behaviors. As a new concept，the ability ofmultiliteracy has been recognized gradually. The ability of multiliteracy was put forward firstlyby some famous linguists named New London Group. Multiliteracy pedagogy means teaching bymeans of multiple symbol system, such as language, image, sound, or painting and so on. So,students should mobilize the auditory, visual, tactile and other channels to acquire theirknowledge. Most of domestic researches focus on the ability of multiliteracy, and multiliteracypedagogy in the college English teaching especially in college English teaching of reading isseldom involved. In this paper the author studies the theory of multiliteracy pedagogy as well asput the perspective on college English teaching of reading. This paper first studies the origin andcontents of multiliteracy, and then studies the theoretical framework of it. Based on theseresearches, the author studies the role of multiliteracies pedagogy in college English teaching ofreading through a questionnaire, a interview and two tests and then put forward some effectiveresearch conclusions and some piece of teaching suggestion.This paper consists of five chapters. Chapter one is the brief introduction. It firstlyintroduces the research background, then presents the research purpose and significance, finallyare outline of the thesis. Chapter two is literature review. Firstly, the author lists the existingtheories and application of multiliteracies in China and abroad. Secondly, the author showssituations of college English teaching of reading. Thirdly, the author presents non-verbalcommunication method of English reading class. Chapter three shows the theoretical frameworkof multiliteracies. Firstly, it looks back the origin of multiliteracies, and then it studies thetheoretical basis of multiliteracies. At last, it introduces some theories of contemporary Englishteaching of reading and learning pedagogy. Chapter four is the main body of the thesis. It firstobserves college students’ consciousness and ability of multiliteracies by a questionnaire. Thenit lists the results of pre-test and post-test of non-English major college students and then makesome analyses of the results. Chapter five summarizes the thesis. First, it lists the main findingsof the thesis, and then lists the implications of the research, and finally presents its contributions, limitations and finally gives some pieces of suggestion for college English teaching of reading.