An Empirical Study Of The Application Of English Listening Teaching In Senior High Schools From Multimodal Perspective

Listening,as an input skill,plays a crucial role in learners' linguistic development.Generally speaking,listening comprehension is closely connected with listening materials.With the wide application of multimodality aided listening materials,dispute exists in the effects of audio-visual learning instruction by using videos or subtitles,thus it is of great significance to study the comprehension mechanism of visual combination input in listening.To promote the implementation of visual mode as well as provide guiding principles of teaching design and listening test material selection,this study discusses the interrelations among multimodality combination input,students' language levels,and target contents of the listening comprehension based on Constructivism Learning Theory and Cognitive Load theory.Through a questionnaire survey,experiment,and interview,this study aims to answer the following questions:(1)What are senior high school students' attitudes and feedback towards multimodal listening teaching?(2)What are the effects of different modality combination input on senior high school students' listening comprehension?A total of 120 high school students from three intact classes were chosen to participate in the study.They were divided into three groups with the same number of subjects.The three groups were consistent in theaspects of teachers and listening materials,etc.The only difference was in the multimodality combination input of listening materials used by teachers in three listening tests to ensure experimental reliability and validity.In the Experimental Group One,the multimodality combination input of audio+ video was adopted for tests.In the Experimental Group Two,the multimodality combination input of audio+ video+ English subtitles was selected for tests.In the Control Group,traditional listening tests were conducted with the modality combination of audio.Three listening tests have been done to obtain valid data.Besides,through the questionnaire survey and interview,students' attitudes towards multimodal listening teaching can be analyzed.The experimental data were analyzed by SPSS 22.0.The results show that:(1)students have positive attitudes towards audio-visual teaching mode.The majority of high school students have better perceptions of audio-visual materials than that of audio-only materials.In terms of visual mode,students slightly prefer videos with English subtitles rather than videos without subtitles in listening activities.(2)different modality combination inputs have different effects on students' listening comprehension.The multimodal combination of video with English subtitles facilitates students' listening comprehension best,followed by the multimodal video combination,modality combination of audio is the worst.(3)different modality combination inputs have different effects on the listeningcomprehension of senior high school students at different listening levels.For high-level students,the multimodal combination of video with English subtitle is of most help,followed by the multimodal combination of video without subtitle,modality combination of audio is of little help.For low-level students,the multimodal combination of video and video with English subtitles have better listening comprehension effects than that of audio.There was no significant difference in listening comprehension effects between video and English subtitles.(4)different modality combination inputs have different effects on students' understanding of varying target contents.In terms of overall comprehension,the multimodal combination of video and the multimodal combination of video with English subtitles are more beneficial than that of audio,while there is no significant difference between multimodal combination of video and multimodal combination of video with English subtitles.In terms of detail comprehension,the multimodal combination of video with English subtitles is the most beneficial way,while there is no significant difference between the multimodal combination of video and audio combination.In light of the findings,this study demonstrates:(1)the listening level of learners is one of the critical factors that affect the efficiency of multimodal listening teaching,which enlightens the teachers and the compilers of listening materials to properly match students' linguisticproficiency with the difficulty of audio-visual materials to avoid the superficial application of visual instruments.At the same time,teachers should attach importance to the induction of English audio-visual strategies and carry out systematic listening strategy training for students at different levels.(2)teachers should choose appropriate visual mode combination teaching aids,and pay attention to the nature and quality of the modes,such as the consistency of the audio-visual modes,the amount and clarity of the information carried by the visual multimodality combination teaching aids,as well as design appropriate listening tests and exercises accordingly to assist students overcome listening obstacles and improve their listening comprehension.(3)teachers can present listening materials by the multimodality combination of video with English subtitles and the multimodal combination of video without subtitles and conduct the listening test with audio mode.On the one hand,providing authentic communication situations and body language for senior high school students to promote their overall and detail comprehension.On the other hand,facilitating language input and sensory mobilization as well as effectively promoting the all-round development of students' listening,speaking,reading,writing and viewing skills.