A Study On English Listening And Speaking Teaching Based On Multimodal Discourse Theory In Junior High School

As the newly-published English curriculum standard of Junior High School states,the main aims of junior English course are to inspire students' interest and build confidence in learning English and develop students comprehensive language proficiency,especially develop students' communicative skills which involve training students' listening and speaking skills.But in front line English teaching,due to lack of an effective listening and speaking teaching method,teachers still focus on language point explanation and neglect listening and speaking teaching,even some teachers will pay attention to listening and speaking teaching,they just test students' listening and speaking skills instead of training and developing students' skills.Gradually students become weak in English listening and speaking ability.However,with the development of modern educational information technology and the corresponding teaching theory such as innovation of multimodal teaching method,a number of experts and scholars started to study multimodal discourse analysis theory's kinds of application on language teaching in school.So far,scholars have explored its application in more detailed areas such as English grammar teaching,English vocabulary teaching and English listening and speaking teaching.But most multimodal listening and speaking teaching researches just focus on college English class and very few researched pay attention to the junior middle school classes.Therefore,this research is to explore the effectiveness of multimodal listening and speaking teaching method based on Multimodal Discourse Analysis theory in Junior High School,and it will explore the following three aspects: the effect of multimodal listening and speaking teaching on students' listening and speaking skills,students' attitude towards the new teaching method and the effective strategies of multimodal listening and speaking teaching.The experimental setting is in a countryside middle school in Ganzhou city Jiangxi province.According to the pre-tests of listening comprehension and oral proficiency,234 students from four classes are chosen as the research subjects from Grade9 in the experimental school,class3 and class4 are randomly taken as controlgroup and class6 and class8 experimental group.They learn the same book,but they are under different teaching method and share different English teachers.Both teachers choose the classes at random.Teacher A adopts the multimodal listening and speaking teaching method in the experimental classes and teacher B uses the traditional teaching method in control classes.Then the four-month experiment is carried out.At the end of the experiment,Post-tests is held to test students' level of listening comprehension and oral proficiency.Following the post-tests,a post-questionnaire and a sub interview are taken to survey students' attitude and opinion towards the new teaching method.All the data collected from the research are both processed by SPSS19.00.According to the statistical analysis,before the experiment,there is no obvious difference between the two groups in mean score and stability according to the pre-tests.But after four-month experiment,obvious difference appears between the two groups according the post-tests.The experimental group's listening comprehension and oral proficiency scores are higher than the control group's,which proves that the new teaching method could increase students' listening and speaking exam results.Besides,the post-questionnaire and interview show most students like the new teaching method.Guided by multimodal discourse analysis theory,Input Hypothesis and Output Hypothesis,the experiment successfully proves the positive effectiveness of multimodal listening and speaking teaching method on listening and speaking teaching in Junior High School.Hoping the research could offer some practical and theoretical reference to English teaching in Junior High School.However,this paper still has some shortages needed to be corrected by the related experts and scholars.