An Experimental Study Of English Teaching Based On The Multimodal Discourse Analysis Theory In Junior Middle School

With the development of the science and technology,society has entered into a new information age.However,the traditional English teaching also shows all sorts of drawbacks.The coming of information age means that the ways of people’s communication gradually changed from the single modal to multimodal now.This thesis is an experimental study of English teaching based on the multimodal discourse analysis theory in junior middle school,which is based the systemic functional linguistics and the theoretical framework of multimodal discourse analysis.This study tries to use the test,questionnaire and interview to analyze and discuss the result for the object of study which is the students coming from junior middle school in Shanxi Province.The purpose is to prove whether the application of multimodal discourse analysis theory in the junior middle school classroom can improve teaching effect or strengthen the students’ interest in English learning.After the classroom experiment,it found that this new teaching method can improve the students’ English grades significantly.The questionnaire survey data and interview results show that this new mode can not only inspire the students’ interest in English learning effectively,but enhance the students’ confidence in English learning.At the last of this paper,it also talk about the advantages and disadvantages of this study.To sum up,the new teaching ways which is based on the multimodal discourse analysis theory in junior middle school can meet the requirements of the age development,it can create a real language environment for students through the creation of situational context,and increase the interests of students in English learning.At the same time,this paper discusses the advantage and disadvantage of the use of the multimodal discourse analysis theory in the junior middle school English classroom teaching and I hope this research can offer helps for the front-line teachers.