| For the students who are in the primary school,sufficient language input is the premise of effective language output and the latter can promote the former at the same time,thus making the skills of listening and speaking play a more important role in the enhancement of English studying.Multimodal discourse analysis is a discourse analysis that people use visual,auditory,tactile or other senses,and by diversiform means like pictures,words,body movements,intonations or eye contacts to have a conversation with each other.This study mainly focuses on the following three questions: 1.How to create an effective multimodal teaching model of listening and speaking? 2.Whether the multimodal teaching model of listening and speaking can be more conducive to improve the listening and speaking performance of primary school students? 3.What’s the basic attitude that the teachers and students hold towards to this model? First of all,this study made a literature review on the Multimodal Discourse Analysis.Then referred to the level 2 goals of listening-speaking made by the ministry of education and combined with multimodal teaching method selecting,modal choosing principles,modal synergies proposed by professor Zhang Delu,to make a thorough inquiry on the establishment of multimodal listening-speaking teaching mode.Finally,this paper launched an application study on the effectiveness of multimodal listening-speaking teaching in primary school.The application study was conducted in a full academic year of 2016-2017,and the study subjects are the pupil in the sixth grade of rural elementary school in Huashi Town,Xiangtang County,Xiangtang City.The class that takes the form of multimodal listening-speaking teaching mode was called the experimental class,and the class that takes the form of traditional teaching mode which means mainly using the blackboard to conduct language teaching was called the comparing class.Before starting this experiment,the students in two classes were give n a questionnaire by the author,and found out that primary school students’ listening and speaking problems are mainly concentrated in four aspects as follows: the students lacked of confidence and had an intense fear towards English listening-speaking learning;the school didn’t provide enough support for establishing a good English teaching of listening and speaking environment;teachers lacked of relevant academic accomplishmen ts;parents failed to give their kids any guidance in mastering English listening-speaking ability.Then,an independent-samples t test with SPSS Statistics 22.0 software package was used for a pretest to make sure that the two classes ’ listening-speaking scores didn’t have obvious differences,so that the author may commence a one year teaching experiment.When the teaching experiment had done,the posttest showed the results that the listening and speaking performance of the experimental class is obviously better than the comparing class.Coming next was to give out the other questionnaire after this experiment and it indicated that the students in the experimental class were better than the comparing class in four aspects which are learning interest,listening and speaking a bility,interaction between teachers and students,and English communication.Finally,the author made an interview with three English teachers,and it revealed that although they are not familiar with the theory of multimodal discourse analysis,the teach ing effect of the theory applied to elementary English listening and speaking teaching was very well recognized.Based on those results,this research have found if teachers have improved multi-mode input and output in the following aspects as: teaching media,teaching methods and the interaction between teachers and students,it will be very helpful for pupils to cultivate their ability of listening and speaking acquisition in English. |
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