An Application Of The Pedagogy Of Multiliteracies In English Writing Teaching In Secondary Vocational School

Reading and writing are two important parts of English learning.In recent years,the teaching method of reading-to-writing based on the theory of "input hypothesis" and "output hypothesis" is one of the effective means for English teachers to improve students’ English writing proficiency.This teaching method,though effective,is usually limited to reading and writing in language level and ignores other modalities,causing students’ inability of internalizing the input knowledge during reading and forming flexible thoughts and skills of writing,and as a result their English writing capability cannot be improved.The importance of the research is that teachers can re-examine the former writing teaching model from multimodality understanding and reading aspect,reform and upgrade the traditional reading-to-writing teaching to develop students’ writing ability in the practice of the secondary vocational school English writing teaching.This study is guided by the four steps of overt instruction,situated practice,critical framing and transformed practice proposed by the new London group to create a multimodal language learning environment for students,broaden their study scope and channel to obtain new knowledge and help them to internalize the input knowledge during reading so as to improve their writing ability.This paper takes secondary vocational students as the research object and carries out experiments on two parallel classes.Two questions are mainly answered through experimental research: the actual effects of the pedagogy of multiliteracies based writing teaching model on students’ interest in English writing and their proficiency of English writing.In this study,the control class was taught by traditional writing teaching methods,while the experimental class was taught by multiliteracies pedagogy.Throughout the whole teaching process,pretest,posttest,two questionnaires and the interview were the research instruments.Then SPSS22.0 was used to process the collected data,with independent sample t-test and paired sample t-test being conducted.The research results show that the writing performance of students in the experimental class is significantly improved,especially in the flexible use of vocabulary,phrases,fixed sentence patterns and the organization of article structures.By comparing the data of the two questionnaires,students have overcome their fear of English writing and become more and more interested in English writing.As reading provides a lot of language input for their writing,they are more and more confident in English writing.Through multiliteracies pedagogy,they can not only get some vocabulary and sentence structure used in writing,but also have a profound understanding of the organization and development of the article and learn some coherent and logical knowledge and skills.Therefore,the pedagogy of multiliteracies based writing model can more effective improve students’ writing proficiency.