A Study On The Application Of Multimodal-narrative Method In Senior High English Vocabulary Teaching

Multimodal-narrative method is a new teaching method,which features multiple modes and presents a certain teaching material or teaching process by way of narrative.In recent years,there are many researches on the application of Multimodal-narrative method in oral English teaching in China,but few in vocabulary teaching in senior high schools.This study attempts to apply the Multimodal-narrative method to vocabulary teaching in senior high school,further verify the feasibility of the Multimodal-narrative method and enrich vocabulary teaching methods.This study mainly focuses on the influence of Multimodal-narrative method on English vocabulary memorization of high school students and the correlation between multimodal-narrative method and English vocabulary learning scores.The author carried out an experimental study on English vocabulary teaching in two classes of Grade 1 in Yan'an Shiyan Middle School.The experiment randomly sets Class 5 Grade 1 to be the experimental class which has 46 students and Class 3 Grade 1 to be the control class which has 55 students,and the experiment lasted for one semester from September 2018 to January 2019.The key vocabulary in 6 units of compulsory 1 and the first three units of compulsory 2 in English from FLTRP for senior high school is teaching content.The teacher of two classes is the same,and the teaching hours are the same.According to the Theory of Multimodal Discourse Analysis and Narrative Theory,English vocabulary teaching of the experimental class mobilizes students' five senses of vision,hearing,tough,taste and smell for English vocabulary learning through pictures,animations,sounds,video,objects,expressions,body language and other multiple modes.The control class still uses the conventional English vocabulary teaching method.The experiment mainly collects the scores of pretest and posttest of the experimental class and the control class,the influence of Multimodal-narrative method on students' English vocabulary learning scores were observed through the two scores of two classes.The data of the pre-test study were derived from students' entrance examination scores,the data of the posttest were derived from students' final exam vocabulary learning scores this semester.Meanwhile,the author observed the effects of multimodal-narrative mode in the high school English vocabulary teaching by studying the four English vocabulary learning scores(cloze test and gap filling)of experimental class.The study use the software Excel(word2003)and SPSS19.0 to collect and analyze the data.The results showed that after a semester of Multimodal-narrative method experiment,in the process test of the experimental class,the cloze test and gap filling showed an overall upward trend.In the posttest,the English vocabulary learning scores of the experimental class were higher than those of the control class.The study used Questionnaire survey to investigate the current situation of English vocabulary memory of high school students.The questionnaire mainly adapted from Zheng Honghui(2017)'s “English Vocabulary Learning Concept and Learning Strategy Questionnaire”,and adjusted appropriately according to the actual learning situation of high school students in Shiyan Middle school.There were two questionnaires in the experimental class,the questionnaire was used before the experiment(September 3,2018)and the questionnaire was used after the experiment(January 14,2019).Then the author collected the data by Excel(2003)and analyzed the data by SPSS19.0.The results showed that students of the experimental class change the tendency of English vocabulary memorizing ways after the Multimodal-narrative method experiment.After the experiment,their vocabulary memorizing ways' proportion increased,for example,associative memory,auditory memory,visual memory,storytelling memory,performing memory and so on,and students' proportion declined in rote memorization.Through the analysis of the questionnaire survey and experimental data,the following conclusions are drawn: firstly,after the application of Multimodal-narrative method in the English vocabulary teaching of high school students,it changes high school students' English vocabulary memory ways,at the same time,students' English vocabulary memory way is diversified,English vocabulary memory is more interesting.Students use pictures,animation,audio,video,real objects,facial expressions,body language and so on to learn the teaching content,then use the vocabulary in the storytelling,so as to effectively memorize vocabularies.Secondly,Multimodal-narrative method can improve students' English vocabulary learning.On the basis of narration,students features multiple modes to learn vocabulary,receive vocabulary and apply vocabulary,this method enhances students' initiative and enthusiasm in English vocabulary learning.Therefore,English vocabulary learning scores are improved.Thus,multimodal-narrative method not only changes the way of high school students' English vocabulary memory,makes high school students' English vocabulary memory way diversified,makes English vocabulary memory more interesting,and improve their English vocabulary learning scores,but also it complements the current high school English vocabulary learning methods and provides English teachers' new vocabulary teaching method,so as to improve the teaching quality of English teachers.