The Effect Of Multimodal Teaching Method On The English Vocabulary Learning Of Non-English Majors In College Of Continuing Education

This research focuses on the effect of the multimodal teaching method on English vocabulary learning in college of continuing education.In recent years,based on the multimodal teaching method proposed earliest by New London Group[1],a lot of researchers at home and abroad have done researches on the effect of the multimodal teaching method on vocabulary learning.However,less research has been carried out on the effect of the multimodal teaching method on English vocabulary learning in college of continuing education.This study will explore in these areas.The main research questions are listed as follows:1)What are the effects of multimodal teaching method on students' performance in English vocabulary learning?2)What are the effects of multimodal teaching method on students' attitude towards English vocabulary learning?In order to answers the two questions above,quantitative and qualitative approaches were used in the study.50 non-English majors are randomly selected from two parallel intact classes in college of continuing education in in Shanghai.As for the quantitative research,it includes the experimental steps of pre-questionnaire,pretest paper,teaching experiments,post-test papers and post-questionnaire.The two classes are divided into two groups.One class is set as the control group,which is taught with the traditional teaching method,and the second class is set as the experimental group,which is taught with the multimodal teaching method.The duration of this study lasts for one semester.The data obtained will be put into a computer and analyzed by SPSS 21.0 via independent sample T test.When it comes to the qualitative research,the author also conducts face-to-face interviews with four students in the experiment class to unveil the differences between high marks group and low marks group students.The recordings of the interview were transcribed into text by the author.Finally,the conclusion can be drawn as follows:1)The multimodal teaching method has a positive impact on students' English vocabulary learning and overall ability,which can be seen from the fact that students' English test scores have been improved significantly.2)The multimodal teaching method has a positive impact on students'attitude towards English vocabulary learning,which can mobilize students' learning enthusiasm.And students prefer the multimodal teaching method to the traditional teaching method.In light of the findings of the research,the author puts forward both theoretical and practical implications.The author confirms the multimodal teaching method has a positive effect on English vocabulary learning among students in college of continuing education.It also draws some pedagogical implications that teachers should adopt proper multimodal teaching methods that are in line with students' development according to the teaching content,teaching equipment and teaching objectives to help students increase their enthusiasm for learning English vocabulary knowledge and improve their performance in English vocabulary.At the same time,students should participate in the teaching activities actively,and strive to find appropriate ways of learning,expand their own English vocabulary volume as much as possible,and improve their own English comprehensively.Due to the limited amount of experimental samples and short experimental time,there are still some limitations in this study.In addition,suggestions related to future research are also mentioned at the end of the thesis.