Multimodal Teaching Model Research Of English Listening In Junior High School

As one of the four basic skills in middle school English learning, listening plays a keyrile in English learning. It is one of the main ways to learn and absorb language. Adequateinput is the premise of output. Because it is the base to learn all kinds of language, knowledgeand skills and it is the foundation of English learning. Listening skills plays a very importantrole for the enhancement of students’ English proficiency and the oral communication. Thenew curriculum standards of English in2011put forward specific demands of the listeninggoals. However, in the actual English listening teaching, there are a lot of problems which arecomplaints for both teachers and students.This paper begins with the present research situation on multimodal discourse analysis athome and abroad, and its application in English teaching. Then a brief analysis is made onbasis and integrated framework of the multimodal discourse. This paper, based on the aboveanalysis, puts forward the application of multimodal resources in junior middle school Englishlistening teaching: Using the cooperative relationship of multimodal resources, eliminatestudents’ psychological barriers, sparking interest in listening comprehension; Using theconformity significance of the graphic resources, emphasize the prediction before listening,develop listening skills; Using the visual grammatical meanings of different modal resources,reduces hearing difficulty, strengthen listening effect. The empirical study involved in thisresearch is undertaken in a class in Grade Seven, No.4High School of Yong’an. Researchingmethods include testing, questionnaire survey, students’ classroom behavior observation,interview and so on. It’s found that the application of multimodal resources in junior middleschool English listening teaching can alleviate the students’ anxiety to listening, cultivatestudents’ interest in learning English and enhance the students’ learning enthusiasm, initiativeand participation. It is shown that multimodal listening teaching model leads to theimprovement of comprehensible language input and the students’ listening level. Besides, it’shelpful to improve the students’ comprehensive ability of language using.This study is to improve students’ ability of obtaining more listening information byapplying the visual, auditory, tactile resources to listening teaching, reducing the difficulty ofthe listening, changing the monomodal listening teaching into multimodal one which is moreinteresting, vivid and visual.