A Research On The Application Of Multimodality To English Vocabulary Teaching In High School

Vocabulary is the basis of language.Vocabulary teaching lays the foundation for listening,speaking,reading,writing and other skills.Therefore,vocabulary teaching draws the attention of researchers at home and abroad.With the development of technology,information has been conveyed by various modes such as texts,sounds,images,videos and so on.This thesis applies multimodality into vocabulary teaching in senior high schools.The author conducts an experiment in a senior school in Zhengzhou.128 senior one students participate in the experiment,with a half in the experimental class and the other half in the control class.Multimodality is applied in the experimental class while the traditional vocabulary teaching is employed in the control class.The experiment lasts three months.The author analyzes the data by SPSS 22.0.This thesis explores the following questions:1)Compared with traditional vocabulary teaching,to what extent does multimodal vocabulary teaching affect students' timely acquisition and delayed acquisition respectively in terms of breadth of vocabulary knowledge?2)Compared with traditional vocabulary teaching,to what extent does multimodal vocabulary teaching affect students'timely acquisition and delayed acquisition respectively in terms of depth of vocabulary knowledge?3)What are students' attitudes towards multimodal vocabulary teaching?Results demonstrate that,compared with traditional vocabulary teaching,1)multimodal vocabulary teaching contributes more to students' timely acquisition and delayed acquisition in breadth of vocabulary knowledge,2)that multimodal vocabulary teaching contributes more to students' timely acquisition and delayed acquisition in depth of vocabulary knowledge,3)and that students hold optimistic attitudes towards multimodal vocabulary teaching,including enhanced enthusiasm for vocabulary learning,word memorization and the creation of specific contexts.Based on the findings above,this thesis proposes four pedagogical implications in vocabulary teaching:1)Teachers should appropriately choose and integrate various modes in vocabulary teaching;2)Teachers and students should make full use of various teaching materials;3)The communications between teachers and students needs to be reinforced in vocabulary teaching;4)Teachers should develop students'self-learning ability.