Application Of Multimodal PPT Instruction To Junior English Class

The application of media in foreign language teaching is showing various trends and characteristics. The usage of PPT is no longer limited to simple text or picture modal. Teachers rationally use and actively develop different resources so that the English classroom has become more colorful, more close to the students real life.In fact, whether it is abstract or concrete, microscopic or macroscopic, Multimodal PPT can quickly and efficiently develop curriculum resources with its powerful features, offer a variety of scenarios and environment with rich internet information and break teaching difficulties.Multimodal PPT sets text, images, video, animation, sound together and its information carrier combines diversity, integration and digitization into one.Of course, the usage of Multimodal PPT in junior high school classroom still exists many problems, such as the simplicity of modality, the overly diversity of modality, limitation of teachers’ technology level of PPT, lack of interaction between teachers and students in the teaching process. So how to improve the quality of Multimodal PPT in foreign language teaching becomes a pressing issue.In this paper, based on the Multimodal discourse analysis theory, input hypothesis and cognitive load theory, the author talked about whether the application of Multimodal PPT can improve students’ achievement, thestudents’ and teachers’ attitudes towards the application of Multimodal PPT.Borrowing from Multimodal curriculum design concepts and principles of Professor Zhang Delu, the author decided that twelve units in English textbook which used by students come from grade two of junior high school can be employed Multimodal PPT while designing.The author selected two parallel classes from the first national middle school in Tumoteyou Banner in Baotou to conduct the teaching experiments. Two different English teaching modes will be used between these two classes. The experimental class which contained 51 students used Multimodal PPT instruction while the controlled class used traditional English teaching mode.The study tries to find the answers to two questions: can Multimodal PPT instruction improve students’ English achievement in junior high school?What are the teacher and students’ attitudes towards Multimodal PPT instruction in junior high school?It was found that 1) Multimodal PPT instruction can effectively promote the achievement of English learners and the scores of the experimental class is obviously higher than the controlled class. 2) Multimodal PPT is certainly welcomed by the experimental class and they believe that this mode will bring a relaxed learning atmosphere, stimulate interest in learning, broaden their knowledge, etc. Compared to plain text language modality as well as audio-only modality, the students prefer the combination of graphic and audio-visual integration modality. Through the above findings, the paperverifies the probability and feasibility of Multimodal PPT instruction in junior high school English classroom and the conclusions of this study has a certain reference value. It should be noted that this study also has some limitations,the research questions still need to be further explored professionally. English learning channels need to be broaden to improve English teaching efficiency and optimize the effect of teaching English. English teachers should spare every efforts to explore a set of effective teaching modality to promote the junior high school English curriculum reform towards deeper.