A Study On The Application Of Multimodal Teaching Approach To English Vocabulary Teaching In Junior High School

In the process of English learning,vocabulary plays an important role.Students only master a wide range of English words,they can communicate with each other in daily life effectively.However,for the junior middle school students,the main method of learning vocabulary is single mechanical memorization,which can not arouse students’ enthusiasm in English learning.In this thesis,the author tries to apply multimodal teaching approach to English vocabulary teaching.Through this method,we hope to explore the multimodal teaching model of English vocabulary in junior middle school.The theoretical foundation of this thesis are Halliday’s systematic functional linguistic theory and Neisser’s cognitive psychology.This theory emphasizes the use of hearing,touch,sight,taste and other feelings to communicate through voice,image,action,language and other semiotics system.Because of various interaction with the social semiotic and sensory system at the same time,students accept all-round sensory stimulation,finally they have a comprehensive understanding of these new words.The Cognitive psychology is one of psychology approaches,which considers people as a system of an information processing and the whole process of information coding,storage and extraction of the input is included in their cognition,such as perceiving,thinking,remembering and resolving problems.So that this multimodal teaching model can fully arouse students’ enthusiasm,reflect students’ dominant position in the learning process and open up a new channel of English vocabulary teaching.100 students are participated in this research,who are selected from Grade Seven of Yu Wen Middle School in Dalian City,Liao Ning Province.There are 50 students in the control group and the experimental group respectively.And the English level of each group proved to be quite.With the help of questionnaire and interviews,researcher has a post test,pretest and contrast test between the two groups through independent sample t-test and paired sample t-test in the study.For the teaching of the experimental group,the author combines the middle-school teaching requirements in Liao Ning province and the material of Grade Seven(foreign language teaching and research press),using multimodal vocabulary teaching approach.This research lasts 16 weeks.Meanwhile,Traditional vocabulary teaching is adopted in the control group and the author adopts SPSS21.0 statistical software to analyze the obtained data.The results show that the multimodal vocabulary teaching is superior to the traditional vocabulary teaching method.With the help of the new method of vocabulary teaching in the experimental class,students’ confidence is enhanced and their English vocabulary learning efficiency is improved obviously.Therefore,the number of students’ vocabularies are significantly higher than that in the control class and multimodal vocabulary teaching approach has an important enlightenment to the junior middle school English teaching.