The Application Of Multimodal Theory To English Vocabulary Teaching In Senior High School

In the1990s, the research of multimodal theory arose in the western countries. Although havingonly about20years of history, multimodal theory has been widely used in many fields, such aslanguage teaching and others. What’s more, the theoretical system and research methods of its ownhave been formed gradually. The research of multimodal theory started in the early21st century inour country, and is still in its initial stage. However, it involves many aspects from the introduction ofthe theory to related practical applications. And the combining application of the theory and practicehas made remarkable achievements.Vocabulary is the existing backbone of a language, just as a famous linguist, Harmer (1990) said,if the language structure is the skeleton to a language, the vocabularies are the important organs, fleshand blood to a language. Therefore, English vocabulary is the indispensable important component ofthe whole English teaching. However, a survey shows that vocabulary learning is one of the weakestlinks for high school students in our country. What’s worse, the effects of the traditional vocabularyteaching are not very good. In recent years, many scholars have made surveys and researches on therelationship of multimodal theory and vocabulary teaching. But there is not any application ofmultimodal theory to English vocabulary teaching in senior high school, so as to the empiricalresearch.Based on the above situation, the author will start an application of multimodal theory toEnglish vocabulary teaching practice in senior high school, and the author will also make anexperimental research which includes the qualitative research and the quantitative research. First ofall, the author systematically combed the present situation, development and relevant research resultsof the multimodal theory and English vocabulary teaching at home and abroad, so as to state manyrelated concepts and theoretical basis of multimodal theory. Then the experimental study will becarried out by the order of interviews, the pretest, experimental teaching, the second test,questionnaire survey, data processing, and analysis and discuss. As a result, the pattern of the application of multimodal theory to English vocabulary teaching in senior high school has beenexplored. This kind of vocabulary teaching method has about eight steps. Firstly, the teacher let thestudents learn the target vocabularies autonomously before class. Secondly, the teacher chooses somestudents to show the results of their autonomous learning in the class. Thirdly, the teacher make somenecessary amend, supplement and explanation according to students’ autonomous learning. Fourthly,the teacher makes some multimodal interaction with students under the help of a variety of symbolicmode. Fifthly, test the student’s learning effect with some teaching task. Sixthly, make someevaluation to the task and the students. Seventhly, summarize the teaching content and important anddifficult points of the lesson. At last, the teacher arranges the homework. The effects of this methodalso have been proved. Finally, the conclusion shows that the application of multimodal theory toEnglish vocabulary teaching in senior high school has remarkable teaching effects; tå'Œrough thestudy, it can be find that, compared with the traditional teaching mode, the multi-dimensionalinteractive teaching of multimodal vocabulary teaching model can improve students’ learninginitiative and stimulate learners’ interest in learning, and the flexible application of various teachingmethods can compensate for the shortcomings of single-mode state teaching of traditional teachingmode, and a variety of symbolic mode combined with the input of rich and colorful information canstrengthen learners’ memory of the teaching content, and the vivid teaching environment canenhance learners’ ability to use words and phrases; this kind of teaching method is supported by mostof the English teachers and students who prefer it to the traditional vocabulary teaching model insenior high school.