The Research On The Relationship Between Multimodal Teaching In English Class And Students' Learning Motivation-Represented By A High School In Lv Liang

Teaching with the modern and new belief has become an irreversible and popular trend in nowadays within the world.However,inevitably,there are still some schools valuing less the modern beliefs.Under the traditional teaching believes,teachers explain more during the lesson and the students get stimulated dominantly by the teachers' oral explanation,in which situation students get bored easily and cannot concentrate themselves for certain long in the class.While,with the modern teaching believes from the perspective of multimodal discourse,pictures,videos,colors and many other sorts of multimodalities are represented to give students rich and alternative stimulus to the sense organs and set a lively and plump teaching context.In recent years from the early21 century,the study of application of multimodal discourse to English teaching has received more and more attention,making it a hot spot in our country.In our country,as every walk of life is deepening their involvement in the world affairs,learning English becomes a must.Our Chinese government's adjustment of the English examination in college entrance examination brings enormous challenge to both teachers and students.Teachers should update their teaching believes while students should initiate themselves to learn English positively and actively.So this study follows the college entrance examination reform.Meanwhile,there have already been many researches about multimodal discourse,but most are related to the classroom teaching,and few care the “center of students”.Students,as the subject of learning are more crucial in the teaching and learning process.So this study will discuss the relationship between teachers' teaching from the perspective of multimodal discourse and students' learning motivation,which will be significantly necessary for either the teachers or the students from senior high school.This research,is based on the multimodal discourse analysis,and focused on the multi-dimension analysis of English teachers' classroom multimodal discourse from every angle of views.The thesis considers the theory of Multimodal Discourse Analysis and combines the theories of students' English learning motivation.The target of the experimental research can be divided into three parts: there are 350 senior high middle school students of grade2 involved in the questionnaire of “multimodal teaching questionnaire for students”,and 51 students from Class65 and 53 students from Class66 involved in the experiment,each of whose teachers' classroom teaching are observed.And it takes the methods of questionnaires and takes up an experiment to testify the research results.There are two questionnaires.The first questionnaire collects the information about students' attitude toward their English teachers' classroom multimodal teaching and the second one represents students' learning motivation change before and after the experiment.During the quantitative research,the data processing pattern SPSS is made use of by the researcher to statistically describe and detailed analyze the data information collected from the questionnaire to contrast the differences of students' learning motivation after the experiment.Classroom observations record the different modes of English teachers' multimodal teaching and the quantitative analysis of the classes' different teaching outcomes is made.The study finds that there are obvious differences in the motivation intensity of the two classes.That is to say,different coordination among all types of multimodalities makes a different influence on students' learning motivation.Different influences are shown in the students' reaction to the teachers' teaching in class,which are got from the video record of the experiment and shown in students' after-class learning activities,which are got from the data of questionnaires.What's more,the research also finds some popular multimodalities English teachers represent in the teaching and the relative teaching mode which can raise students' learning enthusiasm.The findings can be very meaningful to senior high English teaching.