On The Application Of Multimodal Discourse Analysis To English Vocabulary Teaching In High School

Vocabulary is the existing backbone of a language. It is the foundation to improve students English comprehensive ability. In today’s highly developed information technology,the message-conveying has been transformed into a multi-modal collaborative process, where people’s communicative process presents multimodality. It’s known New Curriculum required teachers to change teaching methods in the teaching process, which is in tune with the people communication trend of diversification. The using of multi-modal symbols has good effects in the process of teaching.This paper, focuses on the Halliday’s Systemic Functional Linguistics, reviews the domestic and international multi-modal discourse analysis and vocabulary teaching research.Based on the construction of multi-modal vocabulary teaching model, respectively, from the cultural level, contextual level, the significance level, and the form level to build a multi-level classroom mode, which concludes leading-in,content presentation, interaction and other aspects of the consolidation exercise and applies it to high school vocabulary teaching.The paper puts it into practice in high school and tries to verify that the model can improve students’ English vocabulary proficiency,whether multiple-symbolic resources help students remember vocabulary and consolidate it.To this end, the author selected No.one middle school in Shanxi Hongtong for empirical research. The research objects are 100 students who are divided into two classed. One is comparative class, and the other is experimental class. The research tool is an English vocabulary teaching interview outline, questionnaire, tests and so on.After interviewing with teachers, comparing analysis of students’ English vocabulary scores before and after the experiment teaching and questionnaires, the results are as follows:First, multi-modal teaching mode in teaching high school vocabulary, improves students achievement, the test scores under multi-modal vocabulary is indeed higher than under the traditional vocabulary teaching, indicating that multi-modal vocabulary teaching received a good result and the validity of the teaching mode. Second, it is found multimodal vocabularyteaching is indeed more efficient than the traditional one. In addition, students hold a positive attitudes towards the new teaching model, it can fully mobilize the students’ multi-sensory,stimulate learning motivation and vocabulary memory effect.In line with these findings, it is proposed that multi-modal input symbols can enhance the learners’ memory; the multi-modal teaching method can mobilize the enthusiasm of the learners and thus inspire their interests; the real context-setting can improve learners’ vocabulary skills.