A Study Of Middle School English Vocabulary Teaching Based On Multimodal Theory

Vocabulary is not only the important foundation of language learning,but also an important part of improving English comprehensive ability.In English learning,the mastery and improvement of the skills,such as listening,speaking,reading and writing need to be based on rich vocabulary.With the coming of information society and the transformation of the English teaching requirements,the traditional single-modal vocabulary teaching couldn’t keep up with the development of the time.With the support of the multimedia technology,the multimodal theory which is the representative of new teaching model has been received much attention.In this model,the vast majority of information in English vocabulary teaching activities is transmitted by multimodal model.Referring to the English teaching curriculum standard,the author carried on the preliminary empirical research on the feasibility and effectiveness of multimodal vocabulary teaching used in junior middle school English teaching.Based on the framework of multimodal theory and research results at home and abroad,the author built the "multimodal vocabulary teaching model" which is appropriate for junior middle school English teaching.The teaching experiment lasted for 13 weeks.First of all,the author interviewed the experienced English teachers for knowing the current situation of English vocabulary teaching in junior middle school.The research object is the students who are from two classes of grade eight in one experimental school in Haikou.According to the result of the final examination of last semester,the author selected the students from the two classes whose vocabulary level are nearly the same(33 students from Class10 Grade 8,30 students from class 11 Grade eight).Later,by analysis the results of the pre-test,the data proved the vocabulary ability of the two selected classes is nearly the same.Then,the teacher who taught the two classes before makes an assessment and granted permission,the author began the teaching experiment.The author chose several topics text which are not the same from the English book of Renai version of junior middle school grade eight(first semester)and make experiments respectively.The author analyzed each text and designed the corresponding traditional teaching plan and multimodal vocabulary teaching plan.During the experiments,the traditional vocabulary teaching model was used in the controlled class(class10)while multimodal vocabulary teaching model was used in the experimental class(class11).After the teaching experiment,we gave the two classes the vocabulary post-test.And all the test data from the teaching experiment were analyzed by SPSS17.0 software.Bycomparing the data,the author analyzed the teaching effect of these two kinds of teaching model during students’ vocabulary acquisition process.In order to get students’ feedback and attitude to the multimodal teaching model,the author made a questionnaire survey in the students of the experimental class.Finally,the experimental data was analyzed and conclusions were drawn.The results of the research show that the "multimodal vocabulary teaching model" the author used has some advantages,and it is better than traditional single-modal vocabulary teaching.Under the multimodal vocabulary teaching model,the effect of the students’ vocabulary acquisition is remarkable.From the experimental results,we know multimodal teaching can improve the students’ English learning effect and English academic achievement;From the questionnaire feedback,we know multimodal teaching can improve the students’ learning interest and enthusiasm.The research provides not only a new idea for the transformation of vocabulary teaching in junior middle school,but also an empirical support for first-line teachers who want to try new models in classroom teaching.The multimodal vocabulary teaching can make the classroom teaching effective,interesting,and helpful for the junior middle school students to learn and memory English vocabulary.