A Study On Senior High School English Reading Teaching Model From The Perspective Of Multimodal Theory

Reading plays a very important role in English learning.English reading occupies an important proportion in the college entrance examination.However,there are many problems in English reading teaching nowadays.Traditional English reading teaching model is out of date.Students lack interest in English reading and their reading performance is unsatisfactory.English reading teaching should not only cultivate students' logical thinking ability,but also cultivate students' ability of comprehensive application of language,so English teachers should find new ways to reform traditional English reading teaching model.At the turn of the century,western scholars began to include language symbols and non-verbal symbols(animation,color,image,audio,video,etc)in the framework of discourse analysis,and the theory of multimodal discourse analysis came into being and developed gradually.For the first time,the concept of “multimodal discourse” appears in The English Curriculum Standard of Full-time Ordinary Senior High School(2017).It points out that discourse types include narrations,arguments,expositions and other literary forms,as well as oral,written and other multimodal discourses,including texts,illustrations,songs,audios,videos and so on.We should reform traditional teaching models to better comprehend the multimodal discourses.Based on the above background,the author tries to apply the multimodal discourse analysis theory to senior high school English reading teaching,and constructs the senior high school English multimodal reading teaching model suitable for high school students,and applies it to teaching.The author takes two classes of Grade One as the research subjects,and adopts the senior high school English multimodal reading teaching model constructed by the author in the experimental class,and adopts the traditional reading teaching model in the controlled class.By means of questionnaires,tests and interviews,the author wants to address the following issues: 1.What is senior high school English multimodal reading teaching model? 2.Can this model produce good teaching effects and improve students' reading scores and reading skills? 3.Do the students have a positive attitude towards this model?Based on the analysis of the reading discourses in New Senior English for China and the multimodal resources that can be used in and outside the textbook,the author constructs the following senior high school English multimodal reading teaching model: 1.Situational design based on pictures,audios or videos to inspire cognitive experience;2.Text reading and appreciation based mainly on words,audio,forms and pictures as supplements to deepen students' independent analysis ability;3.The oral discussion based on video and images to develop students' critical thinking;4.Display of multimodal works to cultivate students' comprehensive abilities.The author then applies the model into English reading teaching for a semester.After collecting and analyzing the data of the pre-and post-test via SPSS22.0,the results show that the senior high school English multimodal reading teaching model can improve student' reading scores.After discussion and analysis on questionnaires and interviews,the results show that this model has produced good teaching effects,students' reading skills are improved and most students have a positive attitude towards this model.The inquiry into the senior high school English multimodal reading teaching model broadens the research perspective of English reading teaching in senior high school,and also provides reference for the teaching practice and research of other frontline teachers.