Application Study Of Multiliteracies Teaching In Senior High School English Reading Teaching

In today's world of integration,diversification,and technology,the practices of meaning expressed by language alone cannot fully convey the rich meaning of discourse,and language must be combined with sounds,pictures,charts and other symbolic resources can adequately express the textual meaning.Multiliteracies was first proposed in 1996 by the new London Group,domestic studies on multiliteracies are still at an initial stage.With the increasing multimodality of modern discourse,English reading teaching has evolved into a multi-mode teaching process.It is an inevitable trend to apply the framework of multiliteracies teaching theory into English reading teaching.Multiliteracies teaching emphasizes teaching in the context of cultural pluralism and world connectivity,and the acquisition of knowledge not only through printed text,but through the auditory,visual and other multi-modal media channels,and the ability of critical reading with the information provided by the multimedia.The theoretical framework of multiliteracies teaching includes available design,designing and redesigned,which can be divided into four parts: situational practice,overt instruction,critical framing and transformed practice.The study aims to verify the effects of multiliteracies teaching on students' reading ability and attitudes.The research also conducted a random interview to learn about their views on the multiliteracies teaching.There are mainly six parts in.The first chapter is a brief introduction of the background,purpose,significance of the research.In the second chapter,mainly reviews the related studies on the multiliteracies from both theoretical and application perspectives abroad and home.Chapter 3 demonstrates the pedagogy of the multiliteracies,which includes the definition,the “why” of multiliteracies,the “what” of multiliteracies and the “how” of multeriliteracies.In addition,multimodal texts that high school students would probably be exposed to are also mentioned.Chapter 4 elaborates research questions and the participants,research instruments,research procedures and data collection and analysis.The experiment lasts from October 2016 to mid in November 2016.The participants were 123 students in grade one from two natural classes in the No.2 Senior High School of Qin'an.These two classes were randomly assigned as the experimental class and control class.During the experiment,experimental class received multiliteracies teaching,while the control class was taught in the traditional teaching method.There were two reading tests carried out in both experimental and control class to examine their reading ability.In the experimental class,a questionnaire was distributed before and after training to learn about their reading attitudes.Also,a smallscaled interview was conducted in the experimental class to have a general idea of students' perceptions on multiliteracies teaching.In the chapter five,experiment data was analyzed and interpreted via SPSS 22.0.Chapter six mainly discusses the major findings,implications and limitations in this study.Results of the study indicated there was no significant difference between the experimental and control class in the pretest.After a period of training,two classes all achieved some improvement in the post reading test.Experimental class showed more positive learning outcomes compared to the control group.In other words,multiliteracies teaching has a positive effect on students' reading ability.And the results of questionnaires' show that attitudes of students have changed significantly.The multiliteracies teaching is welcomed among the students and received a consistent affirmation in the interview.The application of multiliteracies teaching is helpful for students optimizing English reading learning and building a variety of information resources and multi-channel information transmission.Network information resources provides students a variety of content for language learning,integrates of great amount of learning objectives and adopts flexible and diverse learning methods to promote learners actively thinking on handling of various information and meaning construction and delivery.Despite small sample size and limited time,the lack of teaching experience of the researcher and the uncontrollable factors of the participants themselves,there are still some shortcomings in this study to be further improved.