Study Of The Effects Of Multimodal Teaching Mode On Junior High School Students’ English Reading Comprehension And Classroom Anxiety

In recent years,under the overall environment of implying new English Curriculum Standards in China,the focus of research on discourse has shifted from the study of internal language features and structures to the discussion of external manifestation of diverse modalities,forms and media.The Multimodal Teaching Mode,as a teaching mode that appropriately invokes a variety of teaching modalities to actively construct meaning and analyze texts based on the changes in context,is gradually applied to English teaching to improve the disadvantages existing in current reading classroom instruction.Although linguists both at home and abroad have conducted extensive research on the application of multimodal in teaching,there is still a research gap in the study of the impact of Multimodal Teaching Mode on students’ reading comprehension and classroom anxiety.In particular,empirical studies that take junior high school students as research subjects and use professional research methods are in the minority.Hence,the purpose of this study is to explore the effects of Multimodal Teaching Mode on the level of English reading comprehension and classroom anxiety in the group of junior high school students.This study attempts to answer the following questions:1.What are the influences of Multimodal Teaching Mode on junior high school students’ English reading ability?2.What are the influences of Multimodal Teaching Mode on junior high school students’ foreign language classroom anxiety?3.What do junior high school students think of conducting Multimodal Teaching Mode into English reading class?This study undertook a pretest-posttest comparison group quasi-experimental design.The two intact classes were chosen from Liang Cheng No.3 Middle School in Inner Mongolia Autonomous Region.The research subj ects were 103 third-year students(47 boys and 56 girls,mean age= 13 years).The two classes were randomly regarded as the control class(CC)and the experimental class(EC)respectively.The author used triangulation in this study,thus both quantitative research method and qualitative research method were used to testify the influence of Multimodal Teaching Mode.The research included experimental method,scale measurement method and semi-structured interview method.After data collection,the author used t test and multiple factor variance analysis to examine significant differences with SPSS 19.0.And NVivo 10 was used in the qualitative data analysis to find out supportive reasons for the quantitative results,to explore the students’ opinions on the role of Multimodal Teaching Mode in classroom anxiety and English reading teaching,and to give suggestions for future implementation.Through a semester’s teaching experiment,the results can be presented from three aspects.Firstly,all the students at different levels benefit from Multimodal Teaching Mode in improving their reading comprehension,while the students of medium-level have made the greatest progress in English reading.Secondly,Multimodal Teaching Mode has significantly mitigated students’ reading anxiety.Thirdly,although Multimodal Teaching Mode can benefit a lot to the class,there are still some problems during its utilization.Students interviewed by the author also came up with some practical suggestions.In conclusion,the research can provide some enlightenment for the use of Multimodal Teaching Mode to enhance students’ reading comprehension and to alleviate the classroom anxiety of junior high school students.