A Study On The Application Of Multimodal Discourse Analysis Theory To Senior Middle School English Reading Teaching

Reading occupies a large proportion in English teaching,which has a very important influence on students’ English reading proficiency.At the same time,with the rise of electronic technology and the improvement of information technology,the development of modern education is gradually shifting towards the direction of computer technology,information media and digital technology.In recent years,more and more scholars at home and abroad have applied various new educational technology to reading teaching and have continuously explored effective methods to improve English students’ reading ability.New London Group(1996)proposed that teachers can apply multimodal discourse analysis theory to language teaching,which makes language teaching no longer use pure language as the only channel for communication,but also can use symbols of various modalities,including images,fonts,audio,video,etc to increase the students’ interest and flexibility of teaching.The study attempted to apply the multimodal discourse analysis theory with multimedia-assisted teaching technology to English reading teaching in senior middle schools to discuss and answer the following three research questions:(1)To what extent can the application of multimodal discourse analysis theory in English reading teaching stimulate students’ interest in English reading and improve their participation in class?(2)What effect does the application of multimodal discourse analysis theory in English reading teaching have on improving the reading comprehension ability of senior middle school students?(3)What is the effect of multimode reading teaching mode on the reading comprehension ability of students with different English reading proficiency?This research took Grade One students of two parallel classes of Fushan Senior Middle School in Linfen,Shanxi province as the subjects of the experiment.Class 317(45 students)was randomly chosen as EC and Class 319(40 students)as CC.Before the experiment,the author took the English test paper as the pre-test,selected the English reading scores among the students for research.The author also divided the students in EC into three groups according to their English reading scores(high,medium and low)in order to compare the effects of the experiment on students at different English proficiency.At the same time,theauthor handed out the questionnaire before experiments in EC and CC in order to investigate the basic situation of the students’ English reading classes.During the experiment,the author used multimodal reading teaching method to teach English reading in EC and traditional reading teaching method in CC.In order to ensure the effect of the experiment,both classes were taught by the same teacher using the same teaching materials and the number of classes was guaranteed to be equal.After the experiment,the author took the final examination as the post-test,selected the English reading scores among the students for research and handed out the questionnaire after experiments and interviewed 9 students with different proficiency in EC in order to know the students’ views of multimodal English reading teaching method and attitudes towards the multimodal English reading class.The results showed that: 1.The application of multimodal discourse analysis theory in English reading class could improve the English reading proficiency of senior middle school students.2.The application of multimodal discourse analysis theory in English reading teaching could improve students’ interest in English reading and their participation in class.3.Multimodal reading teaching mode had different effects on the English reading proficiency of students with different English reading proficiency.After the experiment,there was a significant difference in the reading scores of the students with medium or high English reading proficiency in EC while there was no significant difference in the reading scores of the students with lower English reading proficiency.This study proved the positive influence of multimodal discourse analysis theory on English reading proficiency of senior middle school students.However,due to the short time of the experiment and the limitation of author’s academic level,this study still had many limitations and some suggestions for future research were presented.The author hoped that this thesis can not only provide reference for researchers,but also provide reference for the teaching of English reading in senior middle schools.