An Action Research On The Application Of Multimodal Teaching Mode To English Continuation Task Teaching In Senior High School

Multimodality-based writing teaching has been a hot topic at home and abroad.National English Curriculum Standards at the Stage of Senior High School(NEC,2017 Edition)emphasizes once again that language teaching should apply various modalities including oral and written,as well as audio and video.As a new type of writing for college entrance examination in Zhejiang Province,continuation task has attracted much attention,which requires the interactive,creative and dynamic synergy.However,looking at the contemporary English teaching of continuation task in senior high school,teachers still emphasize learners' mechanical practice and imitation.In the teaching process,writing process and product are separated,reading and writing are separated,and interaction between learners and teachers is neglected.As a result,many learners memorize part of the language use,but there are some problems in the logic of thinking,the richness and rationality of content,and the accuracy and richness of language.While multimodal teaching mode can provide multi-sensory stimulus with the application of pictures,videos,gestures,body language,etc.to present different information,which can be used to motivate learners to learn continuation task through multiple senses so that it could meet the different needs of learners in thinking,content and language.Starting from defining the concept of multimodal teaching mode,this thesis discusses the current teaching situation in English continuation task,and points out the necessity and feasibility of multimodal teaching mode in English continuation task class of senior high school so as to help learners improve their continuation task writing ability.Specifically,the study attempts to explore the following issues: 1)What difficulties are the learners facing in their continuation task writing? 2)What islearners' attitude towards the use of multimodal teaching mode in continuation task? 3)Can learners improve their ability to do continuation task with the application of multimodal teaching mode?This study adopts the method of action research,and introduces the multimodal teaching mode into the class of continuation task in the grade of Senior Three.It was carried out by 52 participants from 2 classes in L High School in Zhejiang Province.Through the process of “planning,implementation,reflection,adjustment and re-implementation”,this action research lasts 12 weeks of teaching English continuation task,aiming to find out the problems existing in learners' continuation task,and then effectively use multimodal teaching activities to improve learners' continuation task level.The research instruments such as questionnaire,test and interview are selected to analyze data.The results of action research show that,firstly,due to lack of interaction,separation of process and product as well as separation of reading and writing,the learners have met following difficulties in their continuation task: 1)lack of logical thinking;2)lack of reasonable and coherent content;2)lack of accuracy and richness in language.Secondly,learners hold a positive attitude towards the use of multimodal teaching mode in continuation task,with a high support rate.Thirdly,through the comparative analysis of the data of three tests,it is found that multimodal teaching mode plays a significant role in improving learners' ability of continuation task.Finally,pedagogical implications and suggestions are as follows: First of all,teachers should take learners as the main body and put learners' learning in the center of continuation task teaching.In addition,with the help of multimodal teaching activities,teacher should highlight the process,interaction,accuracy,etc.so as to improve the learners' ability to do continuation task.Secondly,when using multimodal teaching mode,teachers should consider learners' different levels and interests,and adopt different multimodal teaching activities based on individual differences.