Research On The Teaching Of English Polysemy Based On Multimodal Theory In Junior High School

Vocabulary teaching is the most basic part of English teaching.Many teachers do not often pay much attention to vocabulary teaching in the process of English vocabulary teaching,which made the students' vocabulary learning inefficient,the vocabulary low,and the overall English level poor.How to teach polysemy has always been a teaching problem for educators,and has not been effectively solved for a long time(Zhao & Luo,2005).A considerable number of teachers require learners to memorize polysemy in a rote manner,which is a very time-consuming method.The learner only remembers the core meanings of the polysemy,while ignoring other non-common senses.Therefore,it is necessary to explore the effective multi-sentence teaching method to assist in the teaching of polysemy.In recent years,many scholars have tried to combine multimodal theory with vocabulary teaching to explore its feasibility.Multimodal theory is gradually being applied to vocabulary teaching,but it is less popularized to junior high school English polysemous teaching.This paper aims to combine multimodal theory with junior high school English polysemous teaching to explore the following issues: Firstly,how to design an effective polysemous teaching based on multimodal theory? Secondly,through the use of multimodal polysemous teaching mode,is it effective for students to master polysemous words and use them correctly?Combing multimodal theory with English polysemous teaching in junior high school in order to explore the influence of multimodal theory on junior high school English polysemous teaching.With the opportunity of internship,the author conducted a four-month teaching experiment in a middle high school in Chongqing.The study subjects were 100 students from Class Five and Class Six in Grade Eight.The author selected Class Five as control one and Class Six as experimental one.In this study,an empirical study was conducted on the combination of interview methods,questionnaires and test methods.Through the interviews with teachers and students before and after the experiment,the comparison of students' English vocabulary test scores before and after the experiment,and the questionnaire survey of the experimental class students after the experiment,the author found that: Firstly,after the end of the experiment,comparing the scores of the two classes before and after the test,the students' ability to acquire polysemy in the experimental class was significantly improved compared with the control class.Secondly,the multimodal polysemous teaching mode is active and effective.However,in reality teaching,most teachers do not spend too much energy on polysemous teaching,which leads to poor acquisition and misuse of polysemy.Thirdly,most students have a higher evaluation of the vocabulary teaching model based on multimodal theory,but a small number of students have expressed a preference for the previous vocabulary teaching model.Based on the research results,this study draws the following conclusions on the teaching of polysemous English in junior high school:Firstly,in the process of vocabulary teaching,teaching efficiency can be improved by changing the role of classroom in multimodal vocabulary teaching.Secondly,the interactive links in multimodal vocabulary teaching can improve students' initiative and stimulate students' interest in learning.Thirdly,the real context created in teaching can help learners improve their vocabulary skills.Fourthly,flexible use of different teaching methods can make up for the lack of a single modal vocabulary teaching model.