Application Research On The Multimodal Discourse Analysis In English Vocabulary Teaching In Senior High School

With the development of science and technology,globalization becomes an unavoidable trend.Under the influence of this trend,it becomes more and more convenient for all the countries to communicate with each other.And the English plays an important role under this trend.As an international language,English is used in almost all the international conferences,including political,commercial,or academical conferences.So it can be concluded that English is a useful tool and it is important to master English well.In China,it is also important for Chinese students,especially for senior high school students to learn English well.Because in China,English is one of the main subjects.Thus mastering English well is essential for senior students to pass the university entrance examination which is an extremely important examination in China.However,most surveys show that the vocabulary is the most difficult part for Chinese students to master well,which is one of the three basic elements of language besides phonetics and grammar.Most students find it difficult to memorize vocabularies and use them properly in authentic situations.Most of Chinese students hold the opinion that they can remember the vocabularies but soon they forget them and they think it is boring to learn and master the vocabularies.So it is urgent for English teachers to find an efficient way to teach English vocabulary.This paper is based on the the multimodal discourse analysis theory.Multimodal discourse analysis derived from the discourse analysis research.The theoretical foundation of Multimodal discourse analysis is Halliday's systemic functional linguistics.Multimodal discourse analysis refers to the discourse communication phenomenon of using various senses,such as auditory,visual and touch senses to convey meanings through different kinds of semiotic system such as gestures,colors,facial expressions,verbals,images,sounds,actions.With The development of high technology,the combination of Multimodal discourse analysis and multimedia provides a theoretical support and guidance for the Englishvocabulary teaching.The quantitative and qualitative research methods are adopted in this paper in order to find out the effectiveness of multimodal teaching approach on English vocabulary learning and students' attitudes towards multimodal English vocabulary teaching.In this paper,questionnaires,interviews and experiments are used to solve the two research questions.The first one is whether the multimodal English vocabulary teaching is more efficient than the traditional English vocabulary teaching.And the second one is what kinds of the attitudes that students hold towards the multimodal English vocabulary teaching.Then the author takes advantage of statistical software SPSS 20.0 to analyze the data from the results of the questionnaires,pre-test and post-test during the study and draws a conclusion from the data analysis.The results of this research show that 1)students hold positive attitudes to the multimodal English vocabulary teaching;2)multimodal English vocabulary teaching can help strengthen students' memory of English vocabulary and enhance students' ability to use the words appropriately;3)it not only stimulates students' motivation and interest in learning vocabulary,but also improves the cooperation between teachers and students.