An Empirical Study On The Promotion Of Multimodal Teaching In College English Vocabulary Learning From The Perspective Of New Media

Vocabulary is one of the most basic elements among the three elements(phonetics,grammar,vocabulary)in language learning.Vocabulary teaching is undoubtedly the top priority in college English teaching.For college students,whether they can effectively master the vocabulary plays a very important role in the comprehensive ability of language learning such as listening,speaking,reading,writing,translating as well as the improvement of English language ability and English scores.Wilkins,an English linguist once said: “Without grammar very little can be conveyed;without vocabulary nothing can be conveyed.” Therefore,there is no doubt that vocabulary learning is the most important part for student's language learning.This thesis is mainly talking about how to learn vocabulary more effectively.In recent years,with the rapid development of information technology,more and more internet and information technology have applied into the English language teaching,especially the new media such as the Smart phone APP,MOOC,Network course,Microlecture,Online course,etc.All of them make the English teaching method more plentiful,flexible,as well as diverse by means of the new media.Nowadays,College students are born in the information technology era,therefore,the teaching method should also adapt to the background of their knowledge learning and characteristics of their learning.Multimodal Teaching method is a teaching modal based on the theory of social semiotics and systematic functional grammar which presents the vocabulary from the different perspectives and different ways.During the classroom teaching,multimodal teaching method stimulates students' visual sense,hearing,taste,smell and other organ in many ways and makes students fully be involved in the classroom learning and activities by means of video,audio,picture form as well as makes students better command the vocabulary learning and improves students' capability of independent learning and collaborative learning.This thesis will attach great importance to the vocabulary learning and try to resolve the fowling questions based on the theory of multimodal teaching method from the perspective of new media:1.Can multimodal vocabulary teaching method from the perspective of new media improve the effects of students' vocabulary learning?2.Can multimodal vocabulary teaching method from the perspective of new media better improve student's interest of vocabulary learning?3.Can multimodal vocabulary teaching method from the perspective of new media change students' attitude towards vocabulary learning?The 109 students(Non-English Major)from two parallel four-year course of grade 2 are chosen as the research subjects.One class is selected as experimental class(EC)and taught by the multimodal vocabulary teaching method from the perspective of new media,while the other class is selected as control class(CC)with the conventional teaching method.The experiment(March,2019-July 2019)lasted nearly four months.The author collected data by means of tests,questionnaires and analyzed data by using SPSS.22.0 software to study the feasibility of multimodal vocabulary teaching method from the perspective of new media.After one semester's teaching experiment,the results turned out that the achievements of vocabulary learning in the experimental class were significantly higher than those of control class.It also found out that from the questionnaires that the multimodal vocabulary teaching method from the perspective of new media not only stimulated students' learning interests but also cultivated their capability of independent learning and collaborative learning.Compared with the conventional teaching method,multimodal vocabulary teaching method from the perspective of new media has achieved good efforts and has been well accepted by students.