| Grammar is the basic tool for language learners. Not only should grammar teaching teach the students the right way to comprehend and grasp grammatical knowledge, but also it is meant to enable the students to flexibly make use of the grammar. As the ultimate goal of learning a language is to acquire the communicative ability to interact with people, language teachers should acquaint the students with the usage of various kinds of grammar based on listening, speaking, reading and writing. However, for quite a long period, grammar teaching has been inefficient. Traditional ways of grammar teaching bore the students with dull principles, which surely add to the teachers’ pressure. As a result, the learning requirements can’t be properly satisfied. Based on such a situation, it is of necessity to come up with a new mode of grammar teaching so as to instill energy into grammar teaching and promote learning efficiency.In this age of digitalization and informatization, a fusion of various signs has existed for a long time in people’s communication. Accordingly, multimodal discourse analysis, which bases itself on social semiotics in systemic functional theory, comes into shape. New London Group came up with the concept of multimodal teaching in 1996 and then applied the theory of multimodal discourse analysis to language teaching. Based on multimodal discourse analysis, this thesis refers to the socio-semiotic approach proposed by Kress and van Leeuwen in multimodal discourse. It analyzes how to integrate other signs in addition to verbal signs in language teaching, such as image, music, color and so on and how to make use of various meaning resources to meet teaching requirements. Further, this thesis talks about how to introduce multimodal teaching to grammar classes to develop the students’ interest in learning English grammar, which will promote their language competence and multiliteracy.This research has divided 30 Senior One students in a training institution into two groups with 15 students in each group. The researcher adopts traditional grammar teaching and multimodal grammar teaching respectively in teaching the two groups and then does a comparative analysis of the different effects through classroom observation, pretests and posttests. The data of these tests are entered into SPSS to do further analysis. After the research, the researcher selects 5 students from the experimented group to interview their feelings after such a period of multimodal grammar teaching. Meanwhile, the researcher tries to analyze other videos of multimodal teaching recorded in the research so as to intensively study the advantages of such a mode of teaching. Finally, distinct effects of learning brought about by the two teaching modes are measured in the qualitative and quantitative analysis. It is found that multimodal grammar teaching surpasses traditional grammar teaching in that it brings together various visual and audio signs, such as written words, pictures, sounds and so on, which will surely involve the students in classroom activities and enable them to spontaneously discover language rules. As a result, they will understand these grammar rules in depth and apply these rules flexibly.This research will provide implications for English grammar teaching and references for students’multiliteracy training as well as grammar course development. |
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