| In the process of English learning,learners' mastery of vocabulary has an important impact on the development of the four basic abilities of listening,speaking,reading and writing.How to help learners improve their vocabulary learning effect is an important problem that English teachers need to solve in teaching.In the 1970 s,western linguists proposed the theory of multimodal discourse analysis,and educational researchers proposed the multimodal teaching mode based on the theory of multimodal discourse analysis.At present,many linguists and educational researchers at home and abroad have carried out relevant researches on multimodal theory,but domestic researches mostly focus on theoretical discussions,and empirical researches are few.Based on vocabulary teaching,this paper discusses the introduction of multimodal information input teaching mode into senior high school vocabulary teaching,and investigates its teaching effect.Under the dual conditions that scholars at home and abroad actively carry out multimodal theoretical researches and students need to improve the effect of vocabulary learning,this experimental research is based on the high school vocabulary teaching,taking multimodal theory as the theoretical basis,combining multimodal information input teaching mode with vocabulary teaching,and exploring its effect on high school English vocabulary teaching has become a very valuable research topic.This experiment aims at the following questions:(1)What is the influence of multimodal information input teaching mode on students' vocabulary learning?(2)Can the multimodal information input teaching mode improve the vocabulary learning effect of high school students compared with the traditional teaching mode?(3)What are the attitudes of teachers and students towards the teaching mode of multimodal information input ?To solve above problems,the author selected 108 students in Class A and Class B Grade One,provincial key high school,Harbin,Heilongjiang province as subjects in experimental study.In Class A,the experimental class,the teacher uses the multimodal information input teaching mode in vocabulary teaching.In Class B,the comparativeclass,the teacher adopts the traditional teaching mode.This experiment has lasted nearly four months.This experiment adopts vocabulary test,questionnaire survey,interview.The results of analyzing experimental data show that the vocabulary test scores of students in the experimental class using the multimodal information input teaching mode have been significantly improved.The results of analyzing experimental data show that multimodal teaching mode can improve students' vocabulary learning effect and arouse students' learning enthusiasm.Students prefer the multimodal information input teaching mode,and teachers express their willingness to adopt the multimodal information input teaching mode in vocabulary teaching.At the same time,students believe that music,words,pictures and vocabulary software "Leci" have certain helpful effects on vocabulary learning.Subject to the conditions,the experiment has the following deficiencies: First,the research object of this experiment is senior high school students of provincial key high school.If the experimental research object is expanded from provincial key high school students to municipal key high school students and ordinary high school students,the collected experimental data will be more accurate and the research will be more scientific.Second,factors such as gender,thinking mode,language learning habits,and receptivity of language knowledge of the subjects may affect the experimental results.If these factors are controlled,the experimental results will be more scientific and effective.Third,all teachers who are interviewed in this experimental study are from the English teaching and research group of senior Grade One.There are restrictions on interviewed objects.If the interview objects are extended to teachers of different grades and years of teaching,the interview records will be more referential and representative. |
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