An Experimental Study On English Vocabulary Teaching In Senior High School Based On Multimodal Discourse Analysis Theory

In recent years,with the development of English teaching reform in senior high school,vocabulary teaching is concerned and studied by the domestic education thoroughly.Multimodal discourse analysis theory has emerged in the west since 1990 s,which is a kind of communicative phenomenon research that using many kinds of sensory organs,such as auditory,visual,tactile,etc,through language,image,action and so on.This theory started late in our country,and with the in-depth study of this theory by experts and scholars,it has been applied to foreign language teaching,including English vocabulary teaching.This study uses multimodal discourse analysis theory to study English vocabulary teaching in senior high school,and discusses and verifies the influence of multimodal vocabulary teaching on vocabulary acquisition through teaching experiments.This study takes high school students(n=157)and English teachers(n= 15)of senior grade one in Yudu No 2 Middle School as the research subjects.Based on the research of He(2007),Fan(2014)and Li(2013),the questionnaires were investigated,then,interviewed and the teaching experiments of one semester were conducted.Before the teaching experiment,this study investigated students' vocabulary learning attitude and learning strategy by questionnaire;teachers were interviewed to understand the current implementation of the vocabulary teaching mode and the teaching experiment was carried out.In the experimental class,multimodal vocabulary teaching mode based on multimodal discourse analysis theory is adopted;in the controlled class,using the current vocabulary teaching mode.After the teaching experiment,a questionnaire was sent to the students in the experimental class to understand what vocabulary learning and memory strategies that students acquired in the multimodal vocabulary teaching mode and students' attitude about the teaching mode.And took a sample survey to interview some students to understand whether the students' vocabulary learning and memory strategies in both classes have changed and what suggestions that students have for teachers to teach vocabulary.The research aims to solve the following three questions:(1)How does the vocabulary teaching mode based on the multimodal discourse analysis theory help students get appropriate vocabulary learning strategies from the classroom?(2)Is there any correlation between high school English vocabulary teaching mode and vocabulary proficiency test results at different levels based on multimodal discourse analysis theory? If relevant,what is their relationship?(3)What are the possible problems and how to solve these problems in high school English vocabulary teaching experiment based on multimodal discourse analysis theory?Questionnaire and data before and after the experiment were recorded in statistical software SPSS23.0 quantitative analysis to obtain the following results: before the experiment,it is found that multimodal discourse analysis theory is not widely used in the current high school English vocabulary teaching,students lack vocabulary learning strategies and interests,the two-class students who participate in the experiment have equivalent vocabulary levels.After the experiment,the average score of the experimental class was 7.29 points higher than that of the controlled class,and the results of the two classes were significantly different(P<0.05),students of the experimental class support the multimodal vocabulary teaching mode.Based on the above experimental results,this study draws the following conclusions:(1)The high school English vocabulary teaching mode based on the multimodal discourse analysis theory help students get the vocabulary learning strategies through the aspects of culture,meaning,form,textual,context and media.(2)The high school English vocabulary teaching mode based on the theory is positively correlated with students of different levels.It has a weak positive correlation to the excellent students while has a strong positive correlation to the students in the lower grades.(3)The following problems exist in the experimental process of high school English vocabulary teaching based on multimodal discourse analysis theory.Firstly,teachers turn the page PPT so fast that it is difficult for students to record and study the contents of the courseware.Secondly,it is easy to distract students' attention in fancy courseware.The solution to the first problem is that teachers should take the student as the center in the teaching process and reasonable control teaching speed.The solution to the second problem is that teachers should consider the immature growth mentality of students' in making courseware.