The Application Of Multimodal Discourseanalysis To English Image Writing In Senior High School

English image writing in senior high school is an important examination item which requires students transmit information of the image with comprehensive language proficiency.So image writing plays an important role in English teaching of senior high school.However,the problems of English image writing in senior high school have increased teaching difficulties.This paper summarizes the latest research about multimodal discourse analysis(MDA)and English writing teaching at home and abroad,and explores the relationship between MDA and English writing teaching.According to the characteristics of English image writing in senior high school,there are requirements about the strict choice of key words,concise use of sentence structure,coherent cohesion of text structure and highlighted expression of main idea.This paper,based on MDA,constructs a teaching model of English image writing in senior high school.The model consists of three steps: From the perspective of ideational meaning,it develops the visual function of multimodal semiotic resources,presenting the lexical chunks and highlighting theme lexical chains through the relationship between picture and words;From the perspective of interpersonal meaning,it realizes the interaction between the subject and the object through the cooperation of various symbolic resources;From the perspective of textual meaning,it constructs text structure through the integration of multimodal semiotic resources.In line with the teaching model,the author tries to verify the following hypothesis: The use of multimodal semiotic resources enables students' explicitly express thematic ideas;The use of multimodal semiotic resources can improve the accuracy of words and sentences as well as textual coherence;The use of multimodal semiotic resources can improve the whole teaching efficiency to some extent.This experiment was carried out among 120 students which are from classes 29 and 30 of grade one in Lingbi High School in Suzhou City Anhui Province.The researching methods including pre-test,post-test and questionnaire survey were used during the three researching months.All the data was analyzed by software SPSS 21.0.From the results of experimental data,the score of the thematic expression and the words sentences of the experimental class are higher than that in the control class.It's shown that the teaching mode has good effect on the two aspects of image writing.However,the score of textual coherence in the experimental class haven't improved yet,which indicates that the teaching mode are expected to study further.The total score of pre-test in the experimental class is higher than control class,which shows that the teaching mode can enhance the teaching efficiency to a certain extent.The results of the questionnaire data indicate that the teaching mode can not only motivate students' various senses to participate in the image writing classroom but also strengthen the input,enhance the students' confidence and stimulate students' interest of learning image writing,so as to improve the overall teaching efficiency.It hopes that the present study can promote improve the visual literacy of students and expect to have a positive effect on students' thematic expression,words and sentences,textual coherence,thus improve students' writing proficiency.