A Study Of College Spoken English Teaching Based On Multimodal Discourse Analysis Theory

The cultivation of college students' oral proficiency is not only a crucial part of English learning but also the requirements put forward by modern society which aims to foster all-round talents.However,the lack of relatively efficient teaching method in current college English teaching and the spoken proficiency of college students especially the non-English majors is not the same as we expected.As a result,the improvement of spoken English teaching in college remains to be a significance part in fostering students' oral proficiency.With the development of modern technology and changes of communication styles,the meaning of communicative discourse inclined to be conveyed in multimodal ways.Meanwhile,different multimodal ways of communication facilitate the process of presenting information,encourage scholars from home and abroad to explore a more effective teaching method from the perspective of multimodal discourse analysis.Assisted with the text,photo,sound and other semiotic resources,the multimodal teaching method aims to attract students' learning interests,encourage their initiative of English learning,promote classroom teaching efficiency and students' spoken ability through stimulating learners' multi-senses,which contributes to improve the language teaching effect.The application of multimodal resources in English teaching intended to complement the shortages of traditional spoken English teaching method.Centered by students in class,multimodal teaching method guides them to participate in teaching activities actively and facilitates the interaction among students and teachers.Besides,the multimodal teaching method provides students with the authentic interaction context through diverse ways,which not only encourage students to practice their oral English but also increase the understanding about the background knowledge at home and abroad as well as improve students' integrated language competence.However,the research on multimodal discourse analysis still in aprimary stage in China,the multimodal discourse analysis was used less in college English teaching except for the rarely applied in teaching English vocabulary,listening and writing class.To stimulate students' spoken English learning interests and improve theirs English speaking ability.Based on the previous study of in this field,the author takes a further exploration in spoken English teaching with the application of multimodal discourse analysis theory.The research mainly focuses on how the multimodal discourse analysis theory effectively employed in the spoken English teaching process and analyzes the results of teaching experiment which directed by multimodal discourse analysis,after that,the author provides relevant suggestions to improve the teaching effects as well as the quality and efficiency of students' English learning.The research aims at solving the following questions:1.In which aspect is the multimodal spoken English teaching method superior to traditional spoken English teaching?2.What influences does the multimodal spoken English teaching method have on students' spoken English learning?3.How the multimodal spoken English teaching method is applied to improve students' English speaking proficiency?The research lasted sixteen teaching weeks,that is,from March 2016 to July2016.The experiment is carried on sophomores of non-English majors in Jilin University of Finance and Economics.Firstly,in order to know the present situation of college spoken English teaching and have a proper multimodal teaching plan,10 college English teachers from universities in Jilin province were interviewed before the research.Then,two classes were selected according to their final English exam which indicates they are at the similar level of English competence.The two classes are regarded as the experimental class and control class respectively,69 students in experimental class and 70 students in control class,all of them participate in the pre-test to reassure there are no differences among them.Students in those two classes were taught by the same teacher,the author observed and recorded the general situation of each class.During the sixteen weeks' teaching experiment,experimentalclass adopted with the multimodal spoken English teaching method and the control class employed the traditional English teaching method.Finally,a post-test was designed to test the teaching effects and the improvement of students' oral proficiency,students in experimental class and control class were required to take the post-test after the teaching experiment.After finishing the post-test,students in experimental class were sent out questionnaires which aims at getting to know the students' participation in class,the influences of multimodal teaching and the approval degree of multimodal spoken English teaching.Data of pre-test and post-test were analyzed with the SPSS V16.0 statistical software.The comparison of two sets of data collected in pre-test indicated there are no obvious differences between the two classes.But the data of post-test demonstrated students in experimental class performed well than students in control class which shows the multimodal teaching method is obviously superior to the traditional teaching method in improving the accuracy and fluency of students' oral English.Meanwhile,the results of questionnaire underlined the multimodal teaching procedures can arouse students interests and guide them actively participate in the class activities,provided more opportunities for spoken English practicing,ultimately,prompted the autonomous English learning after class.In addition,students are prefer to study in the relaxed and lively multimodal teaching class.Based on multimodal spoken teaching experiment,this thesis expounds the advantages of multimodal teaching method with the reference of experimental analysis,intending to offer some implications for the multimodal spoken English teaching.However,there are some shortages in this research that might affect the experimental results,for example,the research subjects are relatively limited,the teaching period is short,which looking forward to be improved in the further study.