The Application Of Multimodal Theory To English Vocabulary Teaching In Senior High School

In the 1990s,the research of multimodal theory arose in the western countries.Although it is in the initial stage,multimodal theory has been widely used in many fields,such as language teaching and others.What’s more,the theoretical system and research methods of its own have been formed gradually.The research of multimodal theory started in the early 21^st century in our country,and is still in its initial stage.However,it involves many aspects from the introduction of the theory to the related practical applications.Vocabulary is the existing backbone of a language.If the language structure is the skeleton to a language,the vocabulary will be the important organs,flesh and blood to a language.Therefore,English vocabulary teaching is the indispensable component of the whole English teaching.However,a survey shows that vocabulary learning is one of the weakest links for high school students in our country.What’s worse,the effects of the traditional vocabulary teaching are not very good.In recent years,many scholars have made surveys and researches on the relationship of multimodal theory and vocabulary teaching.But it is difficult to combine multimodal theory with English vocabulary teaching.Based on the above situation,the author starts an application of multimodal theory to English vocabulary teaching practice in senior high school,and the author also makes an experimental research which includes the qualitative research and the quantitative research.First of all,the author combines the present situation,development and relevant research results of the multimodal theory with English vocabulary teaching at home and abroad.Then the experimental study is carried out by the order of interviews,the pretest,the experimental teaching,the posttest,the questionnaire and analysis and discussion.As a result,the author has explored how to combine multimodal theory with English vocabulary teaching.This kind of English vocabulary teaching method has about eight steps.Firstly,the teacher lets the students learn the target vocabularies autonomously before the class.Secondly,the teacher chooses some students to show the results of their autonomous learning in class.Thirdly,the teacher makes some explanations according to the students’autonomous learning.Fourthly,the teacher makes some multimodal interactions with students with the help of a variety of symbols.Fifthly,the teacher tests the students’learning effects by completing some teaching tasks.Sixthly,the teacher makes some evaluations to the tasks and the students.Seventhly,the teacher summarizes the teaching content,the key points and the difficult points of the lesson.At last,the teacher arranges the homework.Finally,the results show that the method has remarkable teaching effects.Compared with the traditional English vocabulary teaching,the multimodal vocabulary teaching can improve students’initiative learning ability and stimulate learners’interest in learning.