A Study On Effectiveness Of Multimodal Teaching Approach In Reducing Senior High School Students' Oral English Anxiety

With the continuous development of society,oral English communicative competence has gradually become one of the essential skills of social talents.Therefore,students' oral English teaching has been paid more and more attention by the society,teachers and parents.Among the many factors affecting students' oral English learning,the influence of emotional factors on students' oral English learning can not be ignored.Anxiety is one of the affective factors.Researchers at home and abroad have done a lot of research on the causes and influence of oral anxiety.The conclusion drawn by the researchers is that oral anxiety has a great negative impact on students' oral learning.Therefore,how to reduce students' oral anxiety in teaching has become a heated issue for teachers.The purpose of this thesis is to reduce the high school students' oral anxiety by applying the multi-modal teaching method to the oral teaching of high school students,in order to provide concrete and feasible teaching methods for teachers in their future work,which is of great significance in the combination of theory and practice.In this study,based on the theory of multi-modal discourse analysis and social semiotics,the author combines quantitative research with qualitative research,uses questionnaire survey,interview and classroom observation to explore the effectiveness of multi-modal teaching method in solving high school students' oral anxiety.The author takes the students of two classes in the first grade of a key middle school in Harbin as the research object,chooses one class as the experimental class to carry out one semester's teaching experiment with the multi-modal teaching method,and the other class as the control class to use the traditional teaching method to teach.In the pre-experiment and post-experiment stages of the experiment,the author collects data with the Senior High School Oral Anxiety Scale and interviews,and uses SPSS22.0 for data analysis,assisting with the analysis of classroom observation results,so as to draw conclusions.The results show that multi-modal teaching method can effectively reduce senior high school students' oral anxiety.Among the three dimensions of oral anxiety,the improvement of communicative anxiety dimension and negative evaluation anxiety dimension is the most obvious,while the improvement of examination anxiety dimension is not obvious.Finally,the author provides some references and pedagogical implications in applying the multi-modal approach to the study of alleviating high school students' oral English anxiety in the future.