An Empirical Study Of The Effect On Multimodal-narrative Teaching For English Vocabulary Learning Among Senior High School Students

Vocabulary has always been an important foundation for learning a language,and the vocabulary learning effect has a profound impact on the development of language abilities such as listening,speaking,reading,writing and translating.With more and more attention paid to vocabulary,scholars at home and abroad have carried out extensive and profound research on vocabulary teaching method.Multimodal-narrative teaching,which was first put forward in 2014,is a new teaching concept.It combines the advantages of multimodal teaching and narrative teaching.Within the framework of multimodal teaching,teachers also use the narrative teaching to encourage learners to make multimodal outputs,and to design and present them in the form of narrative as much as possible.Multimodal-narrative vocabulary teaching not only makes the original boring vocabulary teaching more dynamic,but also can deeply process the vocabulary and promote students' understanding and application of vocabulary.As a result,the effect of English vocabulary learning can be improved.In this study,the author applies the multimodal-narrative teaching to senior high English vocabulary teaching,and the purpose is to study the following three questions:1)What is the influence of multimodal-narrative teaching on the short-term memory effect of senior high students' English vocabulary?2)What is the influence of multimodal-narrative teaching on the long-term memory effect of senior high students' English vocabulary?3)What is the influence of multimodal-narrative teaching on the learning concepts and strategies of senior high students' English vocabulary?In order to solve these three problems,this study attempts to construct a multimodal-narrative vocabulary teaching model based on cognitive linguistics theory,structuralist narratology theory and multimodal discourse analysis theory.And a comparative experiment was conducted for nearly three months with 90 students fromthe second year of Shuozhou No.4 Middle School.Before the experiment,a Comprehensive English Vocabulary Test(pre-test)and an English Vocabulary Learning Questionnaire(pre-survey)were conducted in the experimental class and the control class.The data collected were analyzed with the software SPSS 19.0 and the results show that the students in the two classes have the same vocabulary level and similar vocabulary learning concepts and strategies.Then,the multimodal-narrative vocabulary teaching was carried out in the experimental class,while the traditional vocabulary teaching was carried out in the control class.During the experiment,six English Vocabulary Unit Tests were conducted both in the experimental class and the control class.After the experiment,a Comprehensive English Vocabulary Test(post-test)and an English Vocabulary Learning Questionnaire(post-survey)were conducted in the two classes.The results show that multimodal-narrative vocabulary teaching can improve the long-term memory effect of senior high students' English vocabulary and can improve senior high students' English vocabulary learning concepts and strategies.But it has little influence on the short-term memory effect of senior high students' English vocabulary.Based on the experimental results and research findings,this study provides new ideas and methods for English teachers to carry out vocabulary teaching,and puts forward some feasible suggestions for future researchers to carry out multimodal-narrative teaching.The shortcomings of this study and the prospects for future studies are also pointed out in this paper.