A Study On Students' English Learning Attitude Under The Multimodal PPT Assisted Instruction Environment

As the development of modern educational technology,the English teaching presents multi-modal features.The multimodal PPT,the central part of multimodal teaching,has been widely used in English classroom teaching.However,the learners' English Learning Attitude(ELA)has been completely neglected in multimodal English teaching.By learning about Students' ELA under the multimodal PPT assisted instruction environment,teachers will be able to realize the possible problems concerning students' attitude in English Learning,so they can helps students to form good attitudes towards English learning by improving the design and the application of multimodal PPT based on the results.This research is conducted in order to investigate students' ELA under the multimodal PPT assisted instruction environment by the use of the combination of classroom observation and questionnaire.The paper aims to discuss the following research questions: 1.What is the general situation of senior high school students' ELA under the Multimodal PPT Assisted Instruction Environment? 2.Are there any differences in ELA,concerning the three dimensions of cognition,affection and behavior,among students with different English proficiency? If yes,what are the differences? 3.How does the influence of the Multimodal PPT Assisted Instruction have on the students' ELA? In order to find answers to these questions,questionnaires were handed out to collect information of ELA among 199 students who are from grade 2 in Huarong NO.1 middle school in Yueyang Hunan province.As a result,there were 187 valid questionnaires that could be used in final analysis.Then classroom observation was adopted to investigate the relation between students' behavioral attitudes and teachers' application of multimodal PPT used in the classroom.Findings are that: Firstly,the ELA of Senior high school students under the multimodal PPT assisted instruction environment is good as a whole in the three dimensions of cognition,affection and behavior,which shows that most students have an clear recognition of significance and purposes of learning English,and they have a clear knowledge of the influence that various modalities produce on their English learning.They all show their desires to improve English achievements and preference for teaching with multimodal PPT.In addition,more interactions occur in classroom.Secondly,with regard to students with different English proficiency,the ELA of students with high scores and that with low scores didn't show significant differences in the dimensions of affection and cognition,however,there are significant differences between them in the dimensions of behavior and its three items.Thirdly,multimodal PPT influences students' ELA in senior high school.When the multimodal PPT designed by teachers appeals to students' psychological cognition ability,it will promote students' positive ELA,otherwise,it will have a negative impact on them.Finally,based on the results of the study,some referential suggestions are put forward for teachers.This paper has a knowledge of ELA of high school students under the multimodal PPT assisted instruction environment,which helps teachers know more about students' ELA and takes students' needs into consideration in the design and application of PPT,so as to lead students to form a better ELA.Moreover,this study offers a relatively new look on the ELA research,and serves as a modest spur for English teachers to further study on ELA.