A Study On Middle School English Vocabulary Teaching From The Perspective Of Multimodal Discourse Analysis Theory

Vocabulary is the basis of five important English learning skills,namely listening,speaking,reading,writing and translating,which determine the effect of learning the English.However,most junior high school English vocabulary teaching classes still adopt traditional teaching mode where students are relatively passive in learning words.Thus,it remains difficult for teachers to arouse students' interest and enthusiasm in learning new words,and the effect of vocabulary teaching in class is not satisfactory.Traditional vocabulary teaching methods neglect the cultivation of students' interest in learning and the ability to use the language,leading to the lack of students' ability to learn vocabulary which causes English vocabulary teaching efficiency differ greatly from teaching expectations.Therefore,it is very necessary to explore efficient English vocabulary teaching methods to improve students' memorization of English words,and stimulate their interest in English learning.Multimodal discourse analysis theory mainly focuses on the analysis of different modes of communicative symbols,the interrelation among modes and the overall features and functions that they embody.As multimedia and network technologies advance by leaps and bounds,multimodal foreign language teaching has gradually drawn scholars' attention.In this connection,how to give full play of the advantages of multimodal combination and improve the quality of foreign language teaching have become the research focus in this field.A combination of multimodal discourse analysis theory with foreign language teaching can enrich the theory from an empirical perspective and expand its application scope.In practice,it can also enrich the reform of foreign language teaching.The thesis can provide theoretical basis and practical examples for multimodal selection,and offer theoretical reference and methodology for future teaching practice.This research lasted for one semester,and took 90 students from two parallel classes(control class and experimental class)in grade two of a junior high school in Changchun,Jilin Province as the research subject to carry out an empirical study on multimodal vocabulary teaching.In this experiment,quantitative analysis method was used to analyze the data of the pre-test,post-test and results of final exam with the assistance of SPSS 20.0 software.Qualitative analysis is used to analyze the students' acceptance of multimodal vocabulary teaching,the obstacles encountered in multimodal foreign language teaching and their attitudes towards this vocabulary teaching mode through questionnaires and classroom observation.The analysis results show that: Firstly,the multimodal vocabulary teaching mode strengthens students' interest in learning English words and their ability to memorize them.Secondly,multimodal vocabulary teaching is better than traditional vocabulary teaching.The vitality and visibility of multimodal teaching mode make the teachings easy for students to understand.Multimodal teaching applies such mediums as sounds,videos,images,texts and etc.,into English teaching,making English teaching different from the traditional one.It creates a real context and learning environment for students.Thirdly,each mode has its own independent symbol system that embodies certain significance in certain context.In foreign language teaching,individual modes are seldom used to realize communication functions,but a combination of modes is comprehensively used.In the practical teaching,teachers can use multimedia tools as ways to explain and expound on the teaching content.This can strengthen students' understanding and help them grasp the main points,so as to improve the teaching effect.