The Research Of Multimodal Discourse Design Based On The Improvement Of Students’ Learning Burnout In Higher Vocational ESP Classes

There are verified reasons to cause students` learning burnout in higher vocational ESP classes. Students show vague idea of learning objectives and lacking of self-motivation, which make them burnout and inefficiency in learning. This dissertation emphasizes on improving students` learning burnout in higher vocational ESP classes through Multimodal discourse design.With the support of constructive learning theory, cognitive load theory, and the multimodal discourse theory, the paper aims to help transfer “potential significance” and realize the students“meaning reconstruction” on the basis of caring students` emotion, simultaneously, to explore establishment of a model of multimodal discourse design in higher vocational ESP classes premised on finding out the primary cause of students` burnout in the classes.“Attractiveness” and “Effectiveness” are the primary principles of the design.A further experiment proves that the radical way to improve students` learning burnout in the ESP classes is to make a multimodal discourse design on two dimension, one is based on caring students` learning emotion, the other is on integrating the multimodal resources to construct “meaning”. To summarize, a multimodal discourse design focusing on adjusting students` attention, concentration, bad emotion, and thinking can improve students` learning burnout in the ESP classes, as well as promote the ability of students` discourse reconstruction and multimodal discourse communication.