Multimodal Teaching Model Research Of Logistics Professional Vocabulary In Secondary Vocational School

Vocabulary is the basis of language communication and learning. The syllabus of English in the secondary vocational school requires the students of service major to master the widely used professional vocabulary. However, there are many problems with the logistics professional vocabulary teaching that make the teaching and learning more difficult.This paper summarizes the multimodal discourse research at home and abroad, and the relationship between multimodal discourse and English teaching research. In line wih the theoretical basis of multimodal discourse and the research framework, this paper, based on the characteristics of professionalization and interdisciplinary and the widespread use of abbreviations of the logistics professional vocabulary, constructs a multimodal teaching model of logistics professional vocabulary. The model involves three steps: Using the cooperative function of the multimodal resources from the Training Room to reduce the difficulty of learning the logistics professional vocabulary; integrating a variety of symbolic resources and creating the logistics context to develop the skills of the logistics professional vocabulary in the discourse; Using the visual functions of a variety of hypertext symbol resources to strengthen the effect of the logistics professional vocabulary learning.In order to put multimodal teaching mode of logistics professional vocabulary into practice in the secondary vocational school, this study involved in the research is undertaken in two classes in Grade Two, the Logistics Services and Management Major in Zhangzhou F inance and Trade School. The research lasts for three months with the researching methods of the pre-test, post-test and questionnaire survey and so on. All the data are analyzed by SPSS. The results of the questionnaire data indicate that the multimodal teaching model of logistics professional vocabulary in secondary vocational school can help the students master and use the logistics professional vocabulary in the logistics situation. This model can stimulate the interest of the students in the logistics professional vocabulary learning. With the aid of a variety of modal symbol resources, such as the Logistics Training Room, the multi- media classroom, and the hypertext, it is found that the new teaching model can strengthen the input from several aspects and make the senses of the students fully involved in the teaching interaction. From the analysis results of the experimental data, the post-test scores of the professional vocabulary and the interdisciplinary vocabulary of the experimental class are significantly better than that in the controlled class, which shows that the multimodal teaching mode of logistics professional vocabulary is more effective for the two characteristics of vocabulary. However, the abbreviations scores of the experimental class and the controlled class maintain the original level. Because the abbreviations are more abstract and more difficult for the students of the secondary vocational school. It’s shown that the model needs to be further explored as to the study of the abbreviations. The post-test scores of the logistics professional vocabulary of the experimental class are significantly better than the controlled class, which indicate that the model can improve the students’ comprehensive ability of using vocabulary.This study is aimed to enhance students’ ability of obtaining more information, reduce the difficulty of vocabulary learning, improve their vocabulary memory, and thus cultivate their comprehensive use of vocabulary by changing the single modal of the logistics professional vocabulary teaching into the multimodal one that is more interesting, vivid and visual.