Multimodal Teaching Mode In English Reading In Senior High School

Reading is an important way of language acquisition.Reading comprehension is an important indicator of students' English competence.One of purposes of English teaching is to cultivate students' reading comprehension ability.However,the traditional English reading teaching modes have quite a few limitations.Boring classroom atmosphere and monotonous instructional designs reduce students' reading interests so that students tend to be poor in reading comprehension,memorization of words and their English competence.In this case,it is necessary to explore a new English reading teaching mode.Multimodal teaching mode has drawn attention of many scholars since it was put forward twenty years ago.In the past two decades,many scholars at home and abroad have explored this mode.Nevertheless,the majority of them advocate applying the multimodal teaching mode to college English teaching or middle school English vocabulary teaching.So English reading for senior high students in this field is often ignored.This study attempts to apply this mode to English reading class in senior high school and its effects validate that this mode can improve students' long time memory,improve students' achievements and increase students' interest in English reading.The current research attempts to address the following questions:(1)How can multimodal teaching mode strengthen students' long time memory of reading materials which they have read in class?(2)What are the impacts of the application of multimodal teaching mode in students' reading achievements?(3)What effects does the application of multimodal teaching mode have in students' attitudes toward reading?In this thesis,160 students were chosen from the two classes in grade one in Xu Chang Senior High School.One class was the experimental class(EC),in which the author adopted multimodal teaching mode.The other class was the control class(CC)taught by the author with traditional teaching method.In order to prove that the EC and the CC were at the same level in English reading,a pre-test was conducted before the experiment.Meanwhile,a questionnaire was employed in two class for the purpose of investigating the current learning attitudes,difficulties and strategies which the students were using in English reading learning.The experiment lasted for about 5 months,from September 2018 to January 2019.In order to make this experiment more reliable,a pre-test,pre-questionnaire,post-test,post-questionnaire and interview were added to the experiment.After the experiment,the data were collected and analyzed with SPSS20.0 statistical analysis software.All the material and data indicated that the ability of the students in the EC to memorize reading materials was enhanced after the experiment.And their learning interest and grades have been improved obviously.This thesis consists of six chapters.Chapter One is a brief introduction which includes the research background,research significance and research questions,research method and layout of the thesis.Chapter Two is literature review,providing a comprehensive overview of the studies on English reading teaching,English reading teaching methods and the application of multimodal teaching mode to English reading teaching.Chapter Three introduces the definition of multimodality and the theoretical basis.Chapter Four gives an elaborate description of this research design.Chapter Five analyzes and discusses the data collected from the experiment.The conclusion of this thesis is drawn in Chapter Six.