An Experimental Study Of English Vocabulary Multimodal Teaching In Junior Middle School English Vocabulary Teaching

With the development and innovation of modern information technology, the multimedia starts off employing in classroom instruction at school. Hence, various modalities appeared obviously in classroom instruction, which means teacher depends on the multimedia to deliver the knowledge and express the discourse meaning.According to the New Curriculum Standards of English on Compulsory Education, it requires teachers to take advantage of various teaching resources and educational technology on the basis of teaching objectives, teaching materials, actual circumstance of schools and the condition of students. With the transformation of information media, many scholars apply the multimodality theory to the language teaching. In China, the application of multimodality theory to English language teaching focuses on the theoretical study and the feasibility study, in addition, the research range mostly related to the English teaching at college and high middle schools instead of the junior middle schools, particularly the experimental study is rare in junior middle school English vocabulary teaching. In this research, the author aims to apply the multimodality theory to the vocabulary teaching in junior middle schools, namely multimodal English vocabulary teaching. It refers that it integrates diversified modalities, including text, image and sound etc, into the classroom instruction to stimulate students' sensory organs, like vision, auditory and touch sense etc, resulting in mutual cooperation and coordination of different modalities. The multimodal vocabulary teaching provided students the more effective vocabulary input and promoted their vocabulary acquisition, furthermore, improved the teaching efficiency. Moreover, the intend of research is to find out the multimodal vocabulary teaching more effectively improve students' vocabulary acquisition than traditional teaching and investigate that whether or not students take the positive attitudes toward the multimodal vocabulary teaching.Therefore, the author conducted the experimental study of multimodal vocabulary teaching in certain junior middle school. The research subject was 101 students in parallel classes and instruments including pre-test, post-test andquestionnaire. Those students would be divided into two groups: the control group and the experimental group, which respectively were 50 and 51 students. During the three months, the experimental group received multimodal vocabulary teaching whereas the control group adopted the traditional one. After teaching experiment, the author compared to the results of post-test between the two groups to find out that whether multimodal vocabulary teaching more effectively improved the students' acquisition. In the end, the author would distribute the questionnaires to the 51 students in the experimental group, to find out that whether or not they take positive attitudes to the multimodal vocabulary teaching.The results of post-test between the control group and the experimental group showed that the multimodal vocabulary teaching more effectively improved students' vocabulary acquisition than the traditional vocabulary teaching. What's more,students generally and merrily accepted the multimodal vocabulary teaching in classroom instruction, which means they took the positive attitudes to it.