A Study On The Application Of The Multiliteracies Pedagogy In Senior High School English Reading Teaching

With the development of the information age and the advent of technology,the channel for people to get information is becoming more and more diversified.Multimodal expression has become a part of life.With the development of new media technology,new concepts and ways of recognizing and reading have been created.Multiliteracies pedagogy was proposed by the New London Group in 1996.Multiliteracies pedagogy is based on the traditional language teaching method,breaks through the original language-centered teaching,and pays attention to the use of all kinds of symbol resources to help students acquire the language.It is a teaching method aimed at cultivating students' ability of multiliteracies.Through consulting the domestic and foreign literature,the author finds that the development of multiliteracies pedagogy has only been more than 20 years,and foreign scholars often associate the multiliteracies pedagogy with large data.The research on multiliteracies pedagogy in our country is carried out at the level of higher education.The research on the application of multiliteracies pedagogy in English reading teaching in senior high school is very little.This paper discusses how to improve the traditional teaching mode of English reading in senior high school by using multiliteracies pedagogy.Multiliteracies pedagogy is based on the multimodal discourse theory and the social semiotics theory.This research improves students' reading score and multiliteracies reading ability with the help of multiliteracies pedagogy,and finally achieves the goal of “reading” language skills required by The English Curriculum Standard of Senior High School(2017).From the present point of view,many English teachers only pay attention to the interpretation of text information.Students usually attach importance to learning grammar,but despise reading learning.The students' reading score is not satisfactory,so a new teaching method is needed to solve the current problems.Therefore,in order to answer the following two research questions,the author adopts the pedagogy of multiliteracies,which is based on the four steps of overt instruction,situated practice,critical framing,and transformed practice.The purpose of the thesis is to testify the effectiveness of the application of the pedagogy of multiliteracies in English reading class with two research questions:(1)Can the multiliteracies pedagogy improve the English reading scores of senior high school students?(2)Can the multiliteracies pedagogy improve students' multiliteracies ability in English reading? Through the comparison between traditional English reading class and multiliteracies English reading teaching class,this paper discusses the influence of multiliteracies pedagogy on English reading scores and English reading abilities of senior high school students.The researcher answers the two research questions by one semester experimental study,which involves 116 students from two classes of senior one.Tests,questionnaires,and interview are the instruments of data collection.The results are analyzed with the help of SPSS 20.0 to answer the two research questions.The results show that the application of multiliteracies pedagogy in English reading teaching in senior high school is feasible.On the one hand,students' English reading scores has been improved.Teachers can use multimodal resources in reading teaching to help students understand the content of the text.On the other hand,students' English multiliteracies reading ability has been improved,mainly manifested in: the ability to use resources in class,the ability to acquire extracurricular resources,technical operation and identification capability,online and cooperative learning ability.