An Empirical Study Of The Application Of Multimodal English Reading Teaching In A Senior Middle School

While reading comprehension is an important indicator to measure students' English proficiency,the major objective is to develop student's reading comprehension as a goal in teaching English.There are many limitations in the traditional English reading teaching model,but the reading teaching phenomenon,which teachers spent a lot of effort and have a low efficiency,is still outgoing.The theory of multimodal discourse analysis,which emerged in western countries in the late 1990 s,has had a great impact on the research direction of many disciplines and also plays a guiding role in language teaching.Many scholars both at home and abroad have carried out research on it from different angles.However,most of the research lays emphasis on theoretical discussion,but not enough work has been done on empirical research.The study of multimodal discourse analysis in the field of English teaching has so far mainly involved college English teaching.It has not paid enough attention to middle school English teaching,and the existing research focuses on the teaching of vocabulary and grammar.This thesis has made an empirical study of English reading teaching in a senior high school by basing itself on the multimodal teaching method in order to find out whether the multimodal teaching method has any influence on English reading teaching in senior high schools.This thesis has specifically studied the following two questions:(1)Is multimodal English reading teaching more helpful in raising students' interest in English reading and changing their attitudes towards English reading?(2)Is multimodal English reading teaching more helpful in improving high school students' English reading scores?The teaching experiment is targeted at two parallel classes of senior two in No.1Middle School of Wugang.In the experimental class the multimodal English reading teaching method based on the Multimodal Discourse Analysis Theory has been adopted,while in the control class the teaching method is the traditional way of reading teaching.In the experiment,questionnaires,classroom observation,pre-test and post-test are used as research instruments to collect data,and independence sample T-test,paired sample T-test and reliability analysis are adopted for data analysis.The results of the empirical study are as follows:(1)In the experimental class the students' interest in English reading has raised significantly and their attitude towards English reading has changed obviously;in the control class,students' interest in English reading has also raised,but not as significantly as that in the experimental class;students' attitude towards English reading has also changed in the control class,but not as obviously as that in the experimental class.(2)The improvement of English reading scores of the experimental class students is significantly higher than that of the students in the control class.The results of the experiment indicate that multimodal English reading teaching based on the Multimodal Discourse Analysis Theory is both feasible and effective in middle school English teaching.