An Experimental Study Of Multimodal Theory On English Vocabulary Teaching In Junior High School

With the rapid development of information technology and Internet,people's access to information has changed greatly,and the expression of meaning is no longer confined to words.Therefore,the Multimodal Theory emerged,which was applied into the area of the English teaching.But the application of Multimodal Theory into the vocabulary teaching is currently in research phase,which is of more development space.Thus this thesis tries to study the Multimodal Theory on English vocabulary teaching,especially in junior high school.The thesis has two research questions :(1)What is the effect of multimodal teaching on junior high school students' depth of vocabulary knowledge?(2)What is the effect of multimodal teaching on junior high school students' strategy of learning vocabulary? For successfully settling down the research questions,two parallel classes from Dahe Town No.1 Middle School located in the Luquan district of Shijiazhuang were chosen,which includes 110 students.Before the experiment,the pretest and the questionnaire were issued to the subjects for the preparation.After the experiment,the post-test and the questionnaire were given to the subjects for making the comparison.Finally,the results of the pretest,post-test and the questionnaires were entered into Excel and done SPSS analysis.The results of the thesis find that:(1)Multimodal teaching has a positive impact on the acquisition of spelling,collocation and use of vocabulary.(2)Due to the high efficiency of multi-modal classroom teaching,students have more time to adjust their self-learning and learning strategies.Therefore,students' self-learning ability has been enhanced,and they will use learning strategies flexibly to adjust their English learning situation.