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

Vocabulary is the foundation of language learning,and vocabulary learning can improve the comprehensive ability of language.With the rapid development of modern education and information technology,a teaching model based on multimodal discourse analysis theory emerges as the times require,namely multimodal teaching mode.The multimodal teaching model advocates the use of multimedia technologies(colors,fonts,animations,etc.),pictures,sounds,videos,gestures,and body language to express different patterns of information that can be used to motivate students to communicate with others through multiple senses.In the process of English vocabulary teaching,teachers use various modes to enable students to actively participate in various teaching activities,making the classroom atmosphere more active.Students are more focused in class and have a deeper impression of vocabulary.Through various exercises,vocabulary teaching achieves better results,thereby improving teaching efficiency.The author applies the multimodal teaching mode to English vocabulary teaching practice in junior high school,focusing on the interest of multimodal teaching mode on junior middle school students’ English vocabulary learning and the correlation between multimodal teaching mode and English vocabulary scores.In response to these two research questions,the author conducted a teaching experiment in Yan’an Experimental Middle School from September 2018 to December 2018.The research subjects are students of two classes in the eighth grade,one of which is an experimental class,which adopts a multimodal teaching mode,and the second class is a control class,using the existing teaching mode.The author explores research questions through questionnaires,tests and interviews.There are two steps before the experiment: questionnaire and pretest.Questionnaires were distributed in experimental and control classes to know the interest of students before the experiment on English vocabulary learning.The pretest is to check whether there is any difference in the vocabulary ability between the experimental class and the control class before the experiment,which is helpful to compare with the vocabulary ability of the students after the experiment.The experiment consisted of three steps: posttest,questionnaire and interview.The post-test uses the student’s final grades.The purpose is to compare whether the scores of the control and experimental classes have changed,whether the vocabulary scores have been significantly improved,and whether the multimodal teaching mode is effective for junior high school English vocabulary teaching.After the test,the same questionnaires as before the experiment were distributed to the control class and the experimental class to see if the students’ interest toward English vocabulary improved.The teacher randomly selected 10 students from the experimental class to conduct interviews to understand the students’ interest towards the multimodal teaching mode in vocabulary learning.Through the analysis of the relevant data obtained by SPSS19.0 statistical software,the following conclusions are drawn.First,the multimodal teaching mode improves the interest of students towards English vocabulary.The multimodal teaching mode can mobilize students’ multiple senses and improve vocabulary memory efficiency.Second,the multimodal teaching model can improve students’ vocabulary scores.The test scores in the multimodal teaching mode are indeed higher than those in the existing English vocabulary teaching mode,which indicates that the multimodal teaching mode has received good results.The research results draw the following teaching implication to English vocabulary teaching in junior high school.In order to deepen the memory of students’ learning vocabulary,teachers should pay more attention to the use of multimodality,develop multimodal resources,and create a multimodal vocabulary teaching atmosphere.When teaching vocabulary,teachers should use different modalities appropriately and link the multimodal teaching model to the existing teaching model to teach vocabulary.This study applies the multimodal teaching mode to the practice of English vocabulary teaching in junior high school,which can provide a new way of thinking for foreign language teaching especially for English vocabulary teaching.