An Empirical Study On The Multiliteracies Pedagogy In Senior High School English Reading Teaching

In the autumn of 2019,the newly revised English textbook of high school published by People's Education Press was put into use officially.Undoubtedly,this is a huge reform in high school English education.General English Curriculum Standards for Senior High School(2017),as the guiding principle of the new English textbook,proposes firstly that other than listening,speaking,reading and writing,the skill “viewing” should be cultivated.Besides,changes of the new textbooks respond to the new reform policy of college entrance examinations—it pays more attention to examining students' reading ability.A series of changes reflect the development trend of the era of diversification and technology.Linguistic symbols are no longer the single forms of information transmission.Non-linguistic symbols,such as videos,audios,graphics,pictures and other multimodal resources also have become important mediums that are used to transfer information.In this way,the means by which people communicate with one another and learners acquire knowledge become more diverse.Based on this situation,the combination of text resources and non-text resources is the general trend of language learning.It is also an important channel of implementing multimodal reading teaching and improving students' reading ability.Multiliteracies pedagogy proposed by New London Group takes “overt instruction,situated practice,critical framing,and transformed practice” as teaching steps.It stresses the cultivation of students' self-learning abilities and multiliteracies with the guidance of teachers.Under the guidance of social semiotics theory and constructivist learning theory,this study applies designcentered multiliteracies pedagogy to English reading teaching in high school.The purpose is to find the multimodal teaching resources available in English reading teaching,to increase students' reading interest,to change their English learning attitude,and finally to improve their English reading ability.Meanwhile,this study mainly answers the three following questions:(1)What is the current situation of multiliteracies pedagogy in high school English reading teaching?(2)What are high school students' attitudes towards the multiliteracies pedagogy in high school English reading teaching?(3)What are the effects of the multiliteracies pedagogy on the English reading ability of high school students?This study lasted for four and a half months.Students from two parallel classes in Senior High School Attached to Shandong Normal University were chosen as experimental subjects.Based on the unified use of new textbooks in two classes,the researcher used multiliteracies pedagogy in the experiment class,while adopted traditional teaching method in the control class.Moreover,through pre-test and post-test,questionnaires,interviews for teachers and students as well as literature study,the study further explores the operability and effectiveness of multiliteracies pedagogy in high school English reading teaching.The research finds that there are a few studies and applications of the multiliteracies pedagogy in high school English reading teaching at home and abroad,and teachers don't understand its concept systematically.On the basis of analyzing problems,this research improves the teaching design and applies it to the reading teaching.The result of experiment shows that the multiliteracies pedagogy combines linguistic resources and non-linguistic resources properly and helps students build a multimodal resource learning network,which promotes them to think actively and increases their interests and confidence in English reading learning.It also has a great effect on improving English reading achievements and reading abilities.Students have a positive attitude to the multiliteracies pedagogy.Besides,with the increase of abundant multimodal resources and information,teachers are required to improve teaching design and teaching ability.In general,the multiliteracies pedagogy conforms to the development trend of the times,as well as meets the requirements of the new reform of college entrance examinations,new curriculum standards and new textbooks.It's feasible in high school English reading teaching and plays a vital role in promoting students' reading learning,cultivating reading abilities and comprehensive English language skills.