The Empirical Research Of Middle School English Vocabulary Teaching Based On Multimodal Theory

Vocabulary is an important part of language,and without it one can not express anything.Therefore,vocabulary teaching is an indispensable part of English teaching.With the deepening of teaching reform,The Compulsory Education Curriculum Standard(2017)has put forward higher requirements for students' vocabulary level.However,in traditional vocabulary teaching mode,there exit a lot of problems such as boring teaching process,lacking of students' interest in learning,and unsatisfying vocabulary teaching effect.Accordingly,it is urgent for English teachers to find some effective ways and modes to help students grasp and use words properly,thus facilitating their English communication.With the rapid development of science and technology,People's communication methods and information transmission methods are gradually diversified.Language systems composed of pictures,sounds,videos,and many other modal combinations have drawn people's attention and have been used in a variety of different fields.At the beginning of the 21 st century,Multimodal Discourse Analysis Theory emerged in Western countries and was introduced into classroom teaching.So far,it has been applied to many fields such as language teaching with fruitful results in both theoretical and practical research.This study is to apply Multimodal theory to junior high school English vocabulary teaching and to conduct empirical research with the following two questions as the focus.1.Can Multimodal Discourse Analysis Theory be applied to junior middle school English vocabulary teaching to improve the vocabulary learning effect of junior middle school students and improve students' attitude towards vocabulary learning?2.How will English teachers employ effective multimodal teaching mode in junior high school English vocabulary teaching?The research lasted 12 weeks,during which 60 students from two classes in the eighth grade of a junior middle school in E-zhou participated in the teaching experiment.Class 2 was the controlled group,while Class 3 was the experimental class.Traditional vocabulary teaching mode was used in the controlled group,and multimodal teaching method was used in the experimental class.Through interviewing the experimental school English teachers,the writer got some ideas about the English vocabulary teaching situation of the school.Before the research,vocabulary test was used to verify the vocabulary level of the two classes of subjects and 30 students of the equivalent vocabulary level were chosen from each class respectively.After twelve weeks,vocabulary post-test was used and all test data were collected and recorded into SPSS24.0 processing and analysis to testify the effect of vocabulary acquisition after vocabulary teaching experiment.Finally,the questionnaire survey was used to investigate students' attitudes towards multimodal vocabulary teaching and traditional vocabulary teaching mode.All the data show that the multimodal teaching model stimulates the students' interest and initiative in learning,enables students to actively participate in classroom activities,and successfully transforms the traditional teacher-led classroom.To be specific,it helps students to remember words more easily,understand the meanings of words more quickly and use words more correctly.The results of the questionnaires show that the tested students are in support of the multimodal vocabulary teaching.In addition,they also confirm that the traditional teaching mode is helpful for writing and memorizing words.