Research Of The Effects Of Multimodal Teaching On Senior High School Students' English Reading Comprehension Performance And Reading Motivation

English reading is of much significance for students to acquire information as well as to expand their vocabulary,increase their English input and improve their comprehensive language proficiency.Following the reform of curriculum standard and the proposal and implementation of core competences,deficiencies in teaching methods for English reading at the senior high school level is increasingly apparent.First of all,teaching methods are monotonous with teachers focusing on textual translation and ignoring the cultivation of individual initiative and creativity.Furthermore,excessive emphasis on exam-oriented skills during the teaching process is not conducive to the development of students' language ability and mental development.Therefore,based on the current situation of English reading teaching,the exploration of relevant pedagogical methods is of pressing need.Multimodal teaching involves the use of various modalities during the teaching process for the purpose of mobilizing leaner' multiple senses to work together,deepening their impression and strengthening their memories.Moreover,multimodal teaching emphasizes the stimulation of students' interest in reading by means of multiple modalities combinations,thereby giving play to students'initiative and creativity and ultimately improving their reading ability and active language expression.Therefore,the purpose of this study is to investigate the effects of multimodal English reading teaching at the senior high school level.This thesis aims to answer three questions:(1)What are the effects of multimodal teaching on senior high school students' reading comprehension performance?(2)What are the effects of multimodal teaching on senior high school students' reading motivation?(3)What are students'suggestions on implementing multimodal teaching?This study undertook a pretest-posttest comparison group quasi-experimental design.The experiment lasted a whole semester.From March to July in 2018,102 students from two classes in Senior One from the school where the author undertook teaching practice,were chosen randomly to participate in this study.Class One was the experimental class(EC)with 50 students;Class Two was the control class(CC)with 52 students.EC was taught with multimodal teaching method and CC with grammar-translation method.The research instruments included tests,questionnaires and interview.To assess the change of students' reading comprehensions performance and reading motivation after the experiment,both tests and questionnaires were used.And SPSS 19.0 was used to analyze the data of the subjects' reading tests and questionnaires.After the intervention of multimodal teaching,12 students in the experimental class,who were at different English achievements,were interviewed by the author.NVivo 10 was used to explore in-depth reasons for the feedback and suggestions of students towards the multimodal teaching on reading and reading motivation.Through the teaching experiment,the author achieves the following findings.Firstly,all the students with different levels benefit from multimodal teaching in terms of their reading comprehension performance,and students of medium level have made the greatest progress.Secondly,multimodal teaching is conducive to students' English reading motivation,especially to their intrinsic and extrinsic motivation in reading.Meanwhile,the present study shows that there are still some problems in the implementation of multimodal teaching.Some feasible suggestions are provided by students as well,such as selection of more updated materials,configuration of rational modalities and distribution of suitable tasks.This experiment meets the need of improving teaching of English reading at the senior high school level.In addition to helping students to improve their reading,it can also further motivate them to read by designing a multimodal model for teaching reading.The author hopes that this study can inspire and inform the current reform of teaching methods for English reading.While certain limitations exist in this study,the potential of multimodal teaching in English reading deserves further exploration by educators.