An Empirical Study On The Multiliteracies Pedagogy In Senior High School English Reading Instruction

This research aims to use the multiliteracies pedagogy to instruct English reading in senior high school.It could stimulate students' interest in English learning and improve their reading grades and enhance the current situation of English reading instruction.The multiliteracies Pedagogy was put forward firstly by some famous linguists named New London Group.It is based on the social semiotics and some basic ideas of the constructivist learning theory.Therefore,this paper attempts to use teaching approach which based on concept of design proposed by New London Group and apply it into English reading class in senior high school.This kind of new teaching approach makes students learn English reading skills by following these teaching steps of "overt instruction,situated practice,critical framing and transformed practice".Therefore,it provides new ways to help them understand the new knowledge well.In this paper,I study the theory of the multiliteracies pedagogy as well as put the perspective on reading instruction in senior high school.Through empirical research,I explore potential available designing resources in senior high school English reading instruction and intend to response the following three research questions:(1)What are the students' attitudes towards the multiliteracies pedagogy in senior high school English reading instruction?(2)What effect does the multiliteracies pedagogy influence the students' reading grades in senior high school English reading instruction?(3)What changes had taken place in students' reading after the multiliteracies pedagogy was adopted in senior high school English reading instruction?Finally,we take two classes in grade 1 for example of Pan Shan senior high school to verify based on developing experimental research in Liaoning province.The experiment chose the two analogical level classes to carry out teaching experiments for a team.We adopt the multiliteracies pedagogy in the experimental class while implement the traditional teaching method in the control class.The two classes use the New Standard English.Based on these researches,I study the role of the multiliteracies pedagogy in senior high school English reading instruction through questionnaires,a interview and two tests and then put forward some effective research conclusions and some teaching suggestions.The study found that students have a positive attitude towards the multiliteraces pedagogy.At the same time,the multiliteraces pedagogy changes the students' attitudes towards reading.Comparing with the previous experiment,the students' interest is enhanced obviously in English reading.The post-test research results indicate that the students' English reading scores has been improved significantly and average score increased from 26.42 points to 29.51 points in the experimental class.Therefore,the multiliteracies pedagogy can be effectively applied to English reading instruction in senior high school and it has a significant positive impact on students' learning attitude and grades.