A Study On The Effect Of Multimodal Teaching On Junior High School Students' English Reading Ability And Reading Attitude

Reading is an important and major way for people to obtain information and acquire language.Reading ability is crucial for language learning,because it is directly related to the quality of language learning.Cultivating students' English reading ability is one of the main objectives of English teaching in compulsory education.However,there are some problems in current English reading teaching in junior high schools,such as single teaching mode,less interaction between teachers and students,etc.These problems cause that students lack of reading interest and hold a negative attitude towards English reading.Stein put forward multimodal teaching in 2000.It is a teaching method of applying two or more symbols or modes to present teaching content.Multimodal teaching can stimulate students' learning interest and enable them to actively participate in classroom learning,thus promote classroom teaching.In recent years,a great number of scholars abroad and at home have conducted lots of researches on multimodal teaching.However,the subjects of most studies are confined to senior high school and university students,and most studies are theoretical.Therefore,this study applies multimodal teaching to English reading teaching,which aims to explore the influence of multimodal teaching on junior high school students' reading performance,reading ability and reading attitude.The research questions are as follows:(1)Can multimodal teaching improve junior high school students' reading performance? If so,is it more effective than traditional reading teaching method?(2)What effects does multimodal teaching have on junior high school students' reading ability?(3)What effects does multimodal teaching have on junior high school students' reading attitude?Test,questionnaire,and interview are used as research instruments in this study.The experiment lasts for three months.The 103 students from two classes of Grade seven in Zigong Huidong Experimental School are selected as the subjects.Class four is selected as control group(CG),while class five is chosen as experimental group(EG).Traditional reading teaching and multimodal teaching are adopted respectively.Finally,all of the relevant data are analyzed by SPSS 25.0.The results indicate that: first,multimodal teaching has a significant effect on improving students' reading performance,because the average reading score of the EG has increased by 3.49 points.And compared with traditional reading teaching method,multimodal teaching is more effective in improving students' reading performance.Second,multimodal teaching can improve students' reading abilities,in which their abilities to find detailed information and understand the main idea have been greatly improved.Third,multimodal teaching is helpful to change students' negative reading attitude,and the results of questionnaires show that 68.63% of students believe that multimodal teaching has a positive effect on their English learning.In summary,the research results show that multimodal teaching has a positive effect on English reading teaching in junior high school.