Effects Of Multimodal Teaching In Senior High School English Vocabulary Teaching

Vocabulary,as the most basic edement of English language,plays a vital role in English proficiency.According to New English Curriculum Standards for Senior High School(2017),students in senior high school are required to reach vocabulary size of 3200 high-frequency words and 400-500 phrases and collocations to facilitate their comprehensive language proficiency.However,the effects of the current English vocabulary teaching seem not satisfactory for putting much emphasis on a rote memorization of pronunciation,form and meaning of vocabulary.Multimodal teaching is a teaching approach that fully employs five senses in teaching context via multiple semiotic systems like written language,images,audio,video,animation and so forth to activate students "engagement for favorable learning outcomes.Despite a recent increase in the literature on multimodal vocabulary teaching,the validity of multimodal teaching in vocabulary instruction,however,is still a major concern in senior-high-school classrooms.The present study,therefore,aims to further explore the effects of multimodal teaching in senior high school English vocabulary teaching by addressing the following three questions:1.What are the effects of multimodal vocabulary teaching on students?vocabulary learning outcomes in senior high school?2.In what aspects is multimodal vocabulary teaching better than the current vocabulary teaching?3.What attitudes do students hold towards multimodal vocabulary teaching and the current vocabulary teaching?One four-month-long vocabulary teaching experiment was carried out in Dongguan Guangming High School.Research subjects were 105 students from two parallel classes in senior two with class 13 chosen as the experimental group,while class 14 taken as the control group.Before the experiment,a pre-test was carried out to testify whether students' English vocabulary proficiency in both the two groups was at the same level or not.While the experiment,the experimental group was exposed to multimodal vocabulary teaching,while the control group was instructed with the current vocabulary teaching.After the experiment,a post-test was conducted in both the two groups,and then the scale was administered to students in the experimental group and the interview was conducted to 10 students at random in the experimental group.Data of the experiment was collected and analyzed via SPSS 21.0.Research results indicate that,firstly,students' vocabulary learning outcomes are considerably enhanced under the instruction of multimodal vocabulary teaching;secondly,multimodal vocabulary teaching is much better than the current vocabulary teaching in not only facilitating students',vocabulary acquisition,retention and application,but also in stimulating students'learning interest and classroom participation.However,the effects of multimodal vocabulary teaching on students'autonomous and cooperative learning abilities,especially their autonomous learning abilities are not favorable;thirdly,students in senior high school prefer multimodal vocabulary teaching to the current vocabulary teaching.Notably,some dominating merits of the current vocabulary teaching in vocabulary learning are also acknowledged.It is hoped that this study can offer some help to the future studies and practical vocabulary teaching and learning in senior high school.