Influence Of Multimodal Teaching Mode On Junior Middle School Students' English Vocabulary Learning

As we all know,vocabulary is very important to language.However,the study and application of English vocabulary has been plaguing our students in learning English.Most teachers simply understand the transfer process of knowledge as the process of teaching and learning.The single teaching mode and the inflexible organizational form of teaching have become the main drawbacks of current junior English teaching.English vocabulary teaching urgently needs a new teaching mode to improve the teaching effect of vocabulary and change the status of vocabulary teaching.With the continuous development of science and technology,education teaching mode is also developing and updating.In the 1990 s,multimodal discourse analysis theory emerged in western countries.More and more scholars showed a keen interest in multimodal discourse analysis theory.At the same time,quite a few linguists and educators apply multimodal discourse analysis theory to language teaching,which leads to the appearance of a new teaching method—multimodal teaching mode.Multimodal teaching mode advocates the proper use of multimodal symbol resources,such as language,gestures,media tools in practical teaching to influence each other.Only in this way,the expression of utterance meaning can be expanded,and students' enthusiasm and initiative can be stimulated.So far,though the research on multimodal teaching mode by domestic and overseas scholars has been carried out fairly a lot,it is not common for the multimodal teaching mode to be applied to English vocabulary teaching in junior middle school.In the basic education stage of junior middle school,the problems in English vocabulary teaching have not been properly solved.Therefore,this research applies multimodal teaching mode to English vocabulary teaching in junior middle school,which attempts to explore the effects of multimodal teaching mode on students' English vocabulary learning in junior middle school.There are two research questions as follows :(1)How does multimodal teaching mode influence learners' attitudes towards learning English vocabulary ?(2)What teaching effects do multimodal teaching mode have on students' English vocabulary level?In response to the above research questions,the author carried out a 3-month experimental research in Jun Jing Middle School of Guangzhou City in Guangdong Province.There are altogether 81 subjects chosen from two parallel classes in Grade 9.Class A is the control class and adopts the traditional vocabulary teaching mode.Class B is the experimental class and adopts the multimodal vocabulary teaching mode.The research instruments include pre-test,post-test,delayed test,questionnaire and interview.Through qualitative and quantitative research methods,the data of post-test and delayed test are recorded in SPSS 19.0for data analysis.The experimental results were obtained with pre-tests,post-tests and delayed tests combined with the analysis of questionnaires and student interviews.The experimental results show that the multimodal teaching mode can not only positively influence the attitude of English learners to learning vocabulary,but also improve their interest in learning English.Applying this mode to vocabulary teaching can help students to understand,memorize and apply vocabulary,producing positive teaching effects.In a multimodal classroom,the teacher can teach vocabulary knowledge by a variety of teaching means,such as dialogues,PPT,video,movies,sound recording,pictures,graphics,and music to arouse students' enthusiasm and interest in learning vocabulary,breaking through the traditional form of passive learning vocabulary,and improve the efficiency of students' vocabulary learning.The results also show that the multimodal teaching mode can have positive effect on English vocabulary teaching in junior middle schools.This empirical study can provide some reference for English teachers in practical English vocabulary teaching.