An Empirical Study On Multimodal Teaching Model In College English Visual-audio-oral Course Teaching

In 2007,the Ministry of Education issued the College English Teaching Requirement,which clearly pointed out that the goal of College English Teaching is to cultivate students' comprehensive English application ability,especially listening and speaking abilities.As an important part of college English,college visual-audio-oral teaching is the core course of cultivating students' listening and speaking abilities.As a result,in order to improve students' listening and speaking abilities,how to optimize visual-audio speaking classroom teaching is the main issue of college English teaching.In 1996,the New London group first proposed the multimodal teaching method that advocates the use of various semiotic resources to mobilize students' multiple senses to participate in meaning construction,which provides a novel teaching concept and method for language teaching.Moreover,in recent years,the rapid development of modern information technology has provided a new teaching tool and means for teaching.Therefore,many scholars and teachers gradually found that language teaching can use modern information technology to present multimodal symbols so as to improve the effect of language teaching on the basis of traditional teaching method which mainly focuses on text and oral language.However,the research on the integration of multimodality and English teaching is not yet fully mature,and most of empirical research focuses on the study of comprehensive college English rather than college visual-audio speaking teaching.Therefore,this research reviews the research achievements of multimodality in teaching at home and abroad and the current situation of college English visual-audio speaking teaching and starts out an empirical research of applying the multimodal teaching model to the teaching of college English audio-visual speaking based on the multimodal discourse analysis theory and input enhancement theory.The whole research is carried out in the following three questions:firstly,how can multimodal teaching model been embodied in the teaching resources,interaction,evaluation and environment of college English audio-visual speaking teaching?Secondly,compared with the current'traditional' teaching model,how can the multimodal teaching model in visual-audio speaking class effectively improve college students' listening comprehension and oral expression ability?Thirdly,does the multimodal teaching model in English visual-audio speaking class have an influence on students' English reading and writing ability?Referring to the above research questions,the author selects 80 freshmen from two parallel classes majoring in Food Engineering of Shaanxi Normal University as the research object,and carries out an 18-week empirical study,including questionnaire and comparative teaching experiments.The subjects are divided into two groups taught the same textbook by the same teacher.The experimental group accepts the multimodal teaching model and the control group the 'traditional' teaching assisted by multimedia.Before and after the teaching experiment,the author proceeds out the pre-test and post-test on listening and speaking for two classes on the basis of papers of CET4.Through the analysis of the collected experimental data with the help of SPSS Analysis Software,this study comes to the following conclusions:firstly,multimodal application in classroom teaching resources,interaction,environment and evaluation can effectively mobilize the various senses of students to work together in the construction of meaning,which stimulates students' interest and passion in learning;secondly,compared with the students who accept the current traditional teaching assisted by multimedia,the students who accept the multimodal teaching model have achieved significant improvement in tests of both listening comprehension and oral expression;thirdly,the multimodal teaching model can effectively promote the students'multiliteracies and improve their self-learning ability.The above conclusions can urge the university teachers to employ the multimodal teaching methods so as to optimize the teaching effect of improving students' listening comprehension and oral expression ability as well as even reading and writing ability.Therefore,this research has certain theoretical and practical significance.