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

The English Curriculum Standard for Ordinary Senior High School clearly proposes that as one of the most important information carriers,English has become the most widely used language in all fields of human life.Vocabulary is the basis of language communication and English learning.However,the effect of vocabulary teaching is barely satisfactory and students' interest in English vocabulary learning is not positive at present.Therefore,it is particularly important to strengthen vocabulary teaching,improve the way of vocabulary teaching and guide students to learn English vocabulary efficiently.With the development of modern information technology in recent years,people's communication has become multimodality.The multimodal discourse analysis theory,emerging in the 1990 s,also influences the teaching field.Based on previous research,this thesis combines theory with practice,explores continuously,probes into the application of multimodal teaching to English vocabulary teaching in senior high school,introduces the results of multimodal discourse analysis into English vocabulary teaching of senior high school,and constructs multimodal teaching model of senior high school,namely “three stages and eight steps” teaching model.And the author applies it to the English teaching practice of Baoji Chencang Senior High School and studies the following questions through teaching practice.(1)What is the students' interest in vocabulary learning and what are the students' attitudes towards multimodal teaching of vocabulary through the implementation of multimodal teaching?(2)What is the effect of multimodal teaching on students' English vocabulary scores?In response to the above research questions,the author conducts a teaching experiment in Baoji Chencang Senior High School from August 2017 to January 2018.The subjects studied are 120 students in two parallel classes in the second grade.Class 3 is the experimental class(EC)guided by multimodal discourse analysis theory,and fully mobilizes students' visual,auditory and other senses to learn vocabulary.Class 4 is the control class(CC)using the original way to teach vocabulary.Bothclasses use PEP English textbooks and the total class hours and the English teacher of them are the same.By means of tests,questionnaires,interview and other research instruments,the author adopts the method of combining quantitative and qualitative research and analyzes the collected data using SPSS17.0.The results show that multimodal teaching uses a variety of modal symbol resources to simultaneously stimulate students' multiple senses to participate in vocabulary learning.Multimodal information input enables students to learn vocabulary in a subtle way,and makes teachers' vocabulary teaching have a certain interest in teachers' vocabulary explaining activities,which increases students' interest in vocabulary learning.Additionally,students take a positive attitude towards multimodal teaching of vocabulary and multimodal teaching improves students' English vocabulary scores.Guided by the theory of multimodal discourse analysis,the research fully explains the procedures of multimodal teaching,which has a certain enlightening effect on vocabulary teaching for first-line high school English teachers.Furthermore,this research provides empirical data for future research in this field and also provides a reference of vocabulary teaching for first-line English teachers.