An Empirical Research On English Listening Teaching In Senior High School From Multimodal Systemic Perspectives

With the continuous development of information technology,people’s daily communication is not limited to language symbols.In the information era of multiple symbol,people often apply a variety of semiotic instruments to express meanings or convey information.The traditional monomodal listening teaching method by which teachers play the cassette,and students listen to it and check answers after listening has been far from the needs of the time and can hardly improve students’ listening performance.Listening is the main way to get information;it is also an important way to communicate with others.Hence listening teaching plays a significant role.With the advent of information age,the syllabus and the New Curriculum Standards for senior high school students have higher requirements for English listening ability and speaking ability.However,little attention has been paid to English listening teaching in senior high school.At present,researches on multimodal listening teaching have focused on that in junior middle schools and universities.To make up for the deficiency,the current author carries out an empirical study of English listening teaching in senior high school from multimodal systemic perspectives.The thesis introduces the research status of multimodal discourse analysis and multimodal English teaching at home and abroad,followed by the current situation and the existing problems of English listening teaching in senior high school.The author also points out new requirements for senior high school students’ English listening skills indicated by the New English Curriculum Standards for Senior High School.Based on Halliday’s Systemic Functional Linguistics,Visual Grammar advocated by Kress and van Leeuwen,Social Semiotics and multimodal functional perspective,the thesis is intended to discuss how to apply the Multimodal Functional Linguistics to English listening teaching as well as how to test the effect of the theory on listening teaching.The study chooses all the students from Class 3,Grade 2 in Wangjiang Senior High School of Anhui Province as the research subjects.Based on using literature review and experimental research,combining qualitative analysis with quantitative analysis,the author makes a detailed comparison of the distribution of the pre-tests and the post-tests and the change of the passing rates and the average marks so as to illustrate whether the theory has a great effect on improving listening marks of senior high school students.The results of the study showed that,compared with the marks of the pre-tests,both the passing rates and the average marks were significantly improved,which indicates that the multimodal listening teaching method is quite effective in improving students’ listening performance.According to related materials and personal multimodal teaching practice,the author puts forward a set of multimodal listening teaching modes.Eliminate psychological barriers and stimulate the interest in listening by using the synergy of multimodal resources;focus on prediction before listening and cultivate listening skills by using the integrated meanings of graphic resources;reduce the difficulty of listening and consolidate the listening effect by using the meanings of visual grammar of pictures and different multimodal resources.The author also offers the implications of the multimodal teaching theory for English listening teaching in senior high school from the aspects of both teachers and students.Teachers should be familiar with Multimodal Functional Linguistics,use multimodality rationally and flexibly operate multimedia equipment as well as learn to change the role of teachers;students need to keep active learning and network learning,actively participating in the multimodal listening teaching in class.In short,applied to English listening teaching in senior high school,the Multimodal Functional Linguistics theory is of great benefit to attracting students’ interest and improving their listening performance.However,due to time constraints and the lack of teaching experience and personal ability,it remains to be seen what the effect of this theory on listening teaching in senior high school is in long-term application and how to better use the multimodality theory in listening teaching.