Study On Multimodal Teaching In Elementary Listening And Conversation Courses Of Teaching Chinese As A Second Language

Multimodal teaching requires teachers to design pictures,sounds,objects,videos,activities,etc.in the teaching process,and express information with facial expressions,body languages,etc.in multimodal discourse,so as to stimulate students' senses and achieve better teaching results.This study introduced the research of multimodal discourse theory to the listening and conversation courses in Teaching Chinese as a Second Language,and used qualitative research method to investigate the multimodal use of elementary listening and conversation class in Jinan University.By recording the teaching video,and try to use a multimodal discourse analysis software named ELAN5.0.0 to analyze the use of multimodal in listening and conversation class.This research conducted a more comprehensive test and detailed classification,and the type of modal analyses the characteristics of each mode and teaching effect.The research shows that four teachers all used multimodal and collocation in listening and conversation class,and teachers can choose different modes to achieve better teaching effect.On the other hand,this study also sent questionnaires to four classes of students,trying to investigate the using of multimodal in listening and conversation class,students' willingness and preferences to different modalities,and students' attitudes towards different modal.It is found that most students have a positive attitude towards multimodal teaching in listening and conversation class.Students have different preferences to different modalities in different teaching links,and there are quite a few commonalities.The results of this study not only objectively reflect the multimodal teaching of listening and conversation class,but also provide some specific suggestions for future multimodal teaching of listening and conversation courses.