The Application Of Multimodal Teaching Mode To English Vocabulary In Junior High School

Vocabulary,as an essential part of English language,is indispensable in learning English.However,under the traditional modes of vocabulary teaching,many junior high school students have great trouble in learning English vocabulary.Hence,in response to this situation,the author aims to study the effectiveness of applying multimodal theory to English vocabulary teaching in junior high school.The multimodal theory arose in western countries(France,England,etc.)in the 1990s.Although the history of multimodal theory is shorter than 30 years,multimodal discourse analysis theory has been widely used in many fields by linguists.Among which,many linguists use the multimodal discourse analysis theory in teaching and make some remarkable achievements.Based on the multimodal discourse analysis,the multimodal teaching requires teachers use a variety of sign pattern resources(language,gestures,media tools)to cooperate with each other according to the teaching content,teaching objectives and different teaching environments to strengthen,increase or extend the language expression,so that learners can actively participate in class activities.And this will strengthen students’ understanding and memory of what they have learned.At present,the study of the multimodal teaching mode is still in the initial stage in China,and the application of multimodal teaching mode to English teaching is mostly in college English classes but rarely in secondary school English classes.Therefore,the author applies the theory of multimodal teaching mode to the vocabulary teaching in a junior high school,aiming to explore the following three questions:1.What is the attitude of the students towards the multimodal vocabulary teaching?2 Is it effective to use the multimodal vocabulary teaching mode in junior high school English vocabulary teaching?3.Compared with the traditional vocabulary teaching,what are the advantages of multimodal vocabulary teaching mode?In view of the above problems,the author took 120 students in a middle school in Fuzhou,Fujian Province as the experimental objects,and chose two classes in Grade 8 as the experimental class and the control class respectively.In the experimental class,the multimodal vocabulary teaching mode was adopted and the control class still adopted the traditional teaching mode.The experiment tools include interviews,questionnaires and vocabulary tests.The experimental data were collected and analyzed by SPSS software.The conclusions are drawn as follows.In junior high school English vocabulary teaching,multimodal vocabulary teaching mode is significantly effective.Before the teaching experiment,the scores of the two classes do not differ significantly.But after the teaching experiment,the test scores of the experimental class are significantly higher than those of the control class.And most students accept and like the mode.Compared with the traditional vocabulary teaching,multimodal vocabulary teaching mode can attract students’ attention and increase their interest in learning English.In this way,students will willingly participate in class activities.Multimodal vocabulary teaching mode also compensates for the shortcomings of traditional teaching method.The real context created by the use of a variety of sign patterns helps to enhance learners,competence in using the vocabulary they have learned.However,the advantages of the traditional vocabulary teaching mode can not be denied.And frequent and various word dictations can help students to increase their accuracy in vocabulary spelling.According to the experimental results,the author put forward some suggestions in English vocabulary teaching in junior high school.1.The teacher should divide students into groups before they study,and assign the target words that the students need to find.2.In teaching practice,teachers should pay attention to the coordination of different modes.3.Teachers should develop multimodal resources to create the atmosphere of multimodal vocabulary teaching.4.In multimodal English vocabulary teaching mode,the roles of teachers and students should change accordingly.5.Teachers should combine multimodal teaching mode with traditional teaching mode to teach vocabulary.