A Study On The App Lication Of Multimodal Discourse Analysis Theory To The T Eaching Of English Reading In Junior High School

It is acknowledged that of all the f our basic skills, readi ng skill is one of the most important skills for junior high sc hool students to m aster. However, the traditional teaching method has difficulty in aro using students’ learning interest and the cultivation of students’ re ading ability. As a result, w ith the dev elopment of modern education and inf ormation technology, multimodal discourse analysis has attracted a lot of scholars’ atten tion at home and abroad as it play s an important role in arousing L2 learners’ interest and thus promotes the effectiveness of Englis h teaching. Multimodal discourse analysis theory refers to the phenomenon of discourse communication of the use of a variety of se nses(hearing, vision, touch, feel, etc.), to analyze the language, text, images, movements, sound and other symbols and means. Although there are, the application of multimodal discourse analysis theory into junior high school English reading teach ing is few. What’s m ore, in China, multimodal discourse analysis th eory is just in its early stage and most studies at hom e just introduce some foreign research achievements.This thesis mainly studies the students’ attitude towards English reading after the application of MDAT. Meanwhile, it also focuses on the ef fect of m ultimodal teaching on students’ reading ability. The subjects are 130 students of Grade Eight in ShangQiu No.4 Junior High School from two parallel classes. One class is experimental class instructed under the application of Multimodal Discourse Analysis Theory to English reading teaching. The other is the control class instructed under the traditional reading teaching m ethod. Tests, questionnaires and interview are used as research instruments in this study. The two selected classes are required to take part in the test to testify the effect of multimodal reading teaching on students’ reading ability. At last, all of the data was collected and analyzed by the software SPSS 19.0. The present research proves that the m ultimodal teaching mode based on MDAT in English reading class is able to improve the reading proficiency and ability of students in junior high school. Meanwhile, it also pr oves that students are tend to hold a positive attitude towards English reading after the application of MDAT.