An Instructional Design And Analysis Of English Vocabulary In Senior High Under The Multimodal Teaching Mode

As we all know, vocabulary plays a very important role in all kinds of language learning. For Chinese students, it is a crucial period to learn English in senior high stage. Thus as senior high school teacher, teaching vocabulary in an effectively way appears quite important. However, there still are many problems in English vocabulary teaching. For example, vocabulary teaching methods are outdated,students are not that interested in vocabulary learning and the teaching results are not very satisfactory. Based on these problems, this thesis is an instructional design and analysis of English vocabulary teaching in senior high under the multimodal teaching mode. The author picks up the third module from the book 2 published by Foreign Language Teaching and Researching Press, intending to study the classroom teaching practicality of multimodal vocabulary teaching mode; to explore its application and find some potential problems and its corresponding solution during the teaching practice; and to check whether the multimodal symbols can help students improve the ability of memorizing and comprehending vocabulary and whether help students arouse their interests of learning vocabulary. Through careful study about above issues, the author aims to explore a more effective way of vocabulary teaching, at the same time, to provide a kind of possible reference about vocabulary teaching for the English teacher and the future study.The participants in this instructional design are the students from Class 4, Grade 10 in the Xin Hua Middle School, Hexi District, Tianjin. Firstly, the author conducts a multimodal vocabulary teaching design on the basis of learners' conditions(through a pre-questionnaire). According to the selected teaching materials, the author begins to design the instructional strategy, technique and the whole teaching procedure. Then the author puts the instructional design into teaching practice and invites an English teacher and a peer as observers. After the teaching implementation,the author tries to get students' and teachers' feedback information through post-questionnaire and interviews. At last, the author gives a systematic self-reflection and some modifications about this instructional design.Through the study, the author gets the following findings: Firstly, the multimodal vocabulary teaching mode can be indeed practically used in vocabulary teaching. Secondly, for most of the students, the usage of multimodal symbols can improve their ability of memorizing and comprehending new vocabulary. Thirdly,under the multimodal teaching mode, the different interactive modes can arouse students'interests and motivation in vocabulary learning. In a word,the multimodal teaching mode can contribute to improving the efficiency in English classroom.Meanwhile, the author also puts forward some relevant implications and suggestions for language vocabulary teaching and future study.