A Study On Junior High School Students' English Learning Attitude Under The Multimodal PPT Assisted Instruction

In the 21 st century,education technology is constantly updated and developed.Dramatic changes have taken place in English teaching environment,teaching modes and teaching methods,and the foreign language teaching has taken on multimodal characteristics.The intervention of multimodality provides new ideas for the design and application of PPT in English teaching,it injects new vitality into English teaching,and makes multimodal PPT gradually become the core part of English multimodal teaching.Although multimodal PPT has been widely used in junior high school English teaching,teachers often ignore students' learning attitude in this teaching mode.By understanding the learning attitude of students in the multimodal PPT assisted teaching mode,teachers could discover problems in their learning attitude timely,and help students develop positive attitude towards English learning by improving the design and application of multimodal PPT.In order to explore the junior high school students' attitude towards English learning in the multimodal PPT assisted teaching mode,150 seventh graders,3 English teachers and 4 English classes of different teachers from Grade Seven of a junior high school in Yantai City,Shandong Province are selected as participants of this study.By combination of qualitative and quantitative methods,this study has explored the following three questions:(1)What is the overall situation of English learning attitude of junior high school students in the multimodal PPT assisted teaching mode?(2)Are there differences in learning attitude between English high achievers and low achievers in the multimodal PPT assisted teaching mode? If so,what are they?(3)How does the multimodal PPT assisted teaching mode affect students' attitude towards English learning?The following findings have been made:(1)With regard to the overall situation of English learning attitude of junior high school students in the multimodal PPT assisted teaching mode,most students have a clear understanding of the purpose andsignificance of English learning,and have good cognition and desires towards improving English performance.They like the multimodal PPT assisted teaching mode and have high class participation.And they could be more proactive and focused on English learning in this teaching mode.(2)In the multimodal PPT assisted teaching mode,there is no significant difference in cognition and affection towards English learning between high achievers and low achievers,but there are significant differences in learning behaviors.The behavior performance of the English high achievers is obviously better than the English low achievers.The former has stronger learning initiative and learning willpower than the latter,and can better master the learning methods.(3)Students' English learning attitude has been greatly affected by multimodal PPT assisted teaching mode.When the multimodal symbol resources inserted by the teacher in PPT conform to the students' cognitive patterns,which could help students better understand the purpose and significance of English learning and show good cognition and desires to improve English performance.At the same time,students could have positive affective experiences such as curiosity,which is beneficial to students' behavior tendency in learning initiative,learning willpower,and learning methods,etc.Otherwise,their English learning attitude would be negatively affected.Based on the above findings,the author put forward some suggestions from the perspective of the design and use of multimodal PPT.It is hoped to help teachers better design and make multimodal PPT based on the characteristics of students' cognition,affection,and behaviors so as to help students develop positive learning attitude towards English.