Multimodal Teaching Of English Reading In Senior High Schools

While reading comprehension is an important indicator to measure students’English proficiency, the major objective is to develop student’s reading comprehensionas a goal in teaching English. Traditional teaching strategies and approach in teachingReading definitely equates with traditional means of communication which does notutilize the given current resources and network like we have today. Western researchersrealize that language learning has a more holistic approach from a mere literaryanalysis. They state that critical reading involves greater sources to understand acontent or written work by utilizing a greater expansion of resources, may it be relatedto contextual analysis and a more nonverbal approach such as: paralanguage, gestures,and multimedia laboratories with its equipment. Thus, bringing into a moderncurriculum making language teaching as not to simply teach the language, but toimprove basic reading and writing skills of students on a multicultural approach; whiledeepening the understanding of the culture of language learning and enabling student’scritical reading and cultural analysis from the individual skills to read and write, whichleads to their own individual creativity.The basis of this study relies on the theory of multimodal discourse and multipleliteracy theory in building a ’multimodal reading teaching approach from a Senior HighSchool perspective. This thesis focuses on the following three questions: What is amultimodal teaching mode? How do teachers apply multimodal teaching mode andwhat are the teaching effects? First of all, the author makes a concrete analysis of threereading articles from the Senior High Students’ English books such as the OlympicGames, Music and Festivals around the World to construct a teaching method calledmultimodal teaching. And then do a survey about the teachers’ and students’ attitudestowards the method after specific teaching practices in class. The questionnaire resultsshow that there are five main effects of the method: flexible teaching methods,intuitive teaching contents, more efficient teaching strategies, students’ higherconsciousness and more obvious cultural infiltration. This feature of the teachingmethod is that English teachers are able to consider the text messages from amultimodal perspective, and then design the teaching on purpose; students are able to learn the text content better, and improve their ability of critical appreciation so thatteachers and students have more positive interactions and the English class is full of agreater amount of information. Eventually it should be able to promote the reform ofteachers’ reading teaching mode and students’ ways of learning to improve theefficiency of high school English reading teaching. Meanwhile it can promote theEnglish curriculum reform to develop to a higher level.