Research On The Application Of Multimodal Discourse Analysis Theory To English Vocabulary Teaching In High School

Vocabulary is one of the most essential elements of language,which plays dispensable roles in learning English.However,the traditional vocabulary teaching method obviously cannot satisfy the requirements of New National English Curriculum Standard nowadays;therefore,the reforms of vocabulary are extremely urgent.With the development of information technologies in the class,the multimodal discourse analysis theory has gradually attracted scholars' attention.Moreover,the effective application of this theory happens to represent a new trend of English vocabulary revolution.Accordingly,this study puts the focus on the current situation of multimodal vocabulary teaching in the high school.This thesis reviews the relevant studies at home and abroad of multimodal vocabulary teaching.Based on the systemic functional linguistics,multimodal discourse analysis theory and cone of experience,the research takes Shiquan Middle School as a case to analyze the current situation and influencing factors of multimodal vocabulary teaching through classroom observation,questionnaire and in-depth interview,with the purpose of discovering questions and offering valid suggestions.Meanwhile,two research questions are explored by investigating 155 students and 6teachers:(1)What is the current situation of multimodal vocabulary teaching?(2)What are influencing factors on the status quo of multimodal vocabulary teaching?The research results which are based on the serious analysis show that: First,most teachers adopt the multimodal vocabulary teaching in classes although theirtheoretical foundations are not excellent enough.Assisted media,such as PPT,video and audio are often used effectively to stimulate students' sensory feelings and arouse their interests.Second,compared with the traditional vocabulary teaching,the multimodal vocabulary teaching gets much more preference of students,and they would participate in the multimodal class with higher passions.Third,teaching environments,teaching contents and students' features are the most essential influencing factors of multimodal vocabulary teaching.Finally,aiming at the current existing problems,teachers are supposed to control the atmosphere of multimodal classes and pay more attention on the design of courseware and blackboard-writing.As a result,compared with the traditional vocabulary teaching method,the multimodal teaching stimulates students' interests and improves teaching effects by multiple channels and senses.As a school-based research,it is expected that this study can contribute to the improvement of multimodal vocabulary teaching in the Shiquan Middle School.