An Action Research Of English Vocabulary Teaching In Junior High School Based On Multimodal Discourse Analysis Theory

As is know n to all, vocabulary is th e basic elem ent of language. W ithout grammar, people can express little, but withou t words, nothing can be expressed. Therefore, vocabulary is very important in language learning. However, there are still some problems in vocabulary teaching.Based on multimodal discourse analysis theory, the researcher does an action research to apply multimodal teaching mode to vocabulary teaching, with the purpose of improving students’ efficiency in vo cabulary learning. There are two rounds of action research, lasting for two m onths. The subjects are the 56 students in Class 6, Grade 3 in No. 27 Middle School in Handan. And the teaching m aterials are chosen from Student Book Grade 9, published by He ibei Education Press. This action research includes four steps: identifying problems, making the action plan, implementing the action plan, as well as evaluation and reflection. During the action research, the researcher places emphasis on the application of multimodal PPT, the input of vocabulary learning strategies, desi gning various activities, creating context and cultural background, as well as im proving students’ spelling accuracy. There are also classroom observation, questionnaire, interview, and tests in each round of action research, so that both the effects and problems can be found easily.In this stu dy, the res earcher explores the ef fects of applying m ultimodal teaching mode to vocabulary teaching, finds the problems of it during its applicatio n, and provides some solution to so lve them. The results of the study shows that the application of multimodal teaching mode to English vocabulary teaching can improve students’ interest in vocabulary learning and stimulate their learning motivation, arise students’ enthusiasm to participate in cl assroom teaching activ ely, strengthen their memory of teaching contents, as w ell as enhance their ability to use th e words they have learned. After the fi rst-round action research, some problems are found. The fancy form and content of the PPT distract students’ attention, the reduction of students’ spelling m istakes is not obvious, and vocabular y learning strategies are ignored. The researcher solves the problems by adjusting the multimodal PPT to make it both vivid and concise, doing more dict ation, and introducing some vocabulary learning strategies to students.However, due to the time limitation and some other reasons, there are also some deficiencies, such as the small sample, and the short time, which need to be improved in the future.