A Study On The Application Of Multimodal Teaching In English Writing For Artistic Special Students In Senior High School

Writing teaching is always the key point of English language learning and it is not only a reflection of students' knowledge level,thinking ability and integrated competence in language usage but also an important component of communicative language competence.However,in the teaching situation of Tangshan No.12 senior high school,the author finds there are a large number of artistic special students among senior high school students.Their English writing level and interest are not high and strong but they have good sensitivity to sound,images and gestures.Therefore,the author tries to apply multimodal teaching in their English writing,strengthening English writing interest and improving English writing ability.In order to examine the actual teaching effect of multimodal writing teaching,the author did a three-month empirical study in Tangshan No.12 senior high school.Two research questions about the effect of multimodal writing teaching on artistic special students' English writing and their attitudes towards it were answered by the study.The subjects were 120 grade one artistic special students,two classes involved,the control class and the experiment class.Moreover,it adopted research method of pretest,post-test,questionnaire and interview to collect data,then the data was analyzed by SPSS 18.0 so as to improve the reliability and validity of the study.The research results show that multimodal writing teaching makes the best of the characteristic of artistic special students' sensitivity to sound,images and gestures.To some extent,it can improve their English writing proficiency,such as analyzing topics,organizing contents and designing structures of articles.Meanwhile,their writing interest is strengthened in the multimodal writing teaching environment.Nonetheless,there still exist some limitations in the study.Consequently,it is worthy of further research.