The Experimental Study Of Multimodal Theory On English Vocabulary Teaching In Senior High School

Vocabulary is one of the three elements of language.Vocabulary plays an important role in the process of language learning.No one can deny the importance of vocabulary in foreign language learning.However,vocabulary teaching has not been paid attention to.The teaching method is relatively simple.Because of the lack of effective vocabulary learning methods,students feel that vocabulary learning is very difficult,thus losing their interest and confidence in English vocabulary learning.A relaxed and efficient vocabulary teaching environment needs to be created urgently,and the emergence of multimodal theory provides a method to solve this problem.Based on the new research results of multimodal theory and the characteristics of English vocabulary teaching in senior high school,this study attempts to introduce the research achievements of multimodal theory into English vocabulary teaching in senior high school.This paper deeply studies the relationship between multimodal teaching and students’ vocabulary acquisition.Through the application of multimodal teaching method on English vocabulary teaching in senior high school,the quality and efficiency of vocabulary teaching are improved,students’ interest in learning and information input are strengthened.The study can also help teachers to improve teaching effect and break through the limitation of natural language in class and help students to learn English in a more real environment and enhance the depth of vocabulary knowledge learning and vocabulary memorization.The research are applied to construct a multimodal teaching model for English vocabulary teaching in senior high school.The purposes are to help students to improve their English vocabulary memorization,further improve the depth of English vocabulary learning and improve students’ English vocabulary learning attitude.For this study,the author puts forward three research questions:(1)Can multimodal teaching help senior high school students to improve their attitudes toward vocabulary learning ?(2)Can multimodal teaching help senior high school students to enhance their depth of vocabulary knowledge learning?(3)Can multimodal teaching help senior high school students to strengthen their vocabulary memorization?In order to solve the research questions raised above,the author selected 100 students from two parallel classes of Jing Bo Middle School in Anhui Province as the research objects.One is experimental class;the other is control class.Each class has 50 students.Before the experiment,English proficiency tests were carried out between the two classes and found that the two classes had roughly the same English learning level and English learning ability.The two classes used the same teaching materials and adopted different teaching methods.Learning methods: the control class uses the previous teaching methods;the experimental class uses multimodal teaching method.That is,50 students in Grade 2 class1 and 50 students in Grade 2 class2.A total of 100 students participated in the experimental teaching for two months.The two classes were tested before the beginning of the teaching activities.Then,after the experiment,the students took immediate and delayed post tests to confirm the validity of experiment.