Research On The Application Of Multi-modal Theory In Junior English Vocabulary Teaching

Vocabulary is the basis of English.Vocabulary teaching is the foundation of English teaching.It is obvious that the teaching of English vocabulary in junior middle school is very critical,which is the starting point of students' English learning career and the key stage of English learning.However,the current vocabulary teaching method adopts the routine process of vocabulary teaching reading-explaining-reviewing-testing to teach vocabulary,which makes students rarely could take the initiative to learn,which leads to boring and mechanized English vocabulary learning.And it is difficult for students to really grasp the pronunciation,spelling,meaning and application of vocabulary.Therefore,what kind of vocabulary teaching methods teachers use to improve the effectiveness of students' grasp of vocabulary pronunciation,spelling,meaning,and use,and to extend the time for students to memorize vocabulary becomes particularly critical.Therefore,in view of the practical problems of the current vocabulary teaching methods,this study aims to explore the impact of multi-modal vocabulary teaching methods on English vocabulary learning,junior high school students' English vocabulary learning interest,and students' attitudes to multi-modal vocabulary teaching methods,which hopes to provide a new vocabulary teaching case for front-line teachers and thereby to improve the efficiency of vocabulary teaching.In this study,multi-modal vocabulary teaching is a combination of sound,text,image,video,etc.to learn and explain vocabulary.In the learning process,multiple learning methods such as group cooperation and role play are used to ensure vocabulary input and output.The multi-modality of the input and the diversification of vocabulary output methods mobilize students' sense of hearing,vision,touch and other senses for efficient vocabulary learning.This study conducted a four-month experimental study with 95 students from two parallel classes in grade one of a middle school in Shihezi,Xinjiang Uygur Autonomous Region.The purpose of this study is to explore the impact of multimodal vocabulary teaching methods on vocabulary learning performance and learning interest of middle school students and students' attitudes towards multimodal vocabulary teaching.The following three research questions were specifically raised:(1)How does multi-modal vocabulary teaching affect junior middle school students' English vocabulary learning? This question contains two sub-questions: How does multimodal vocabulary teaching affect students' vocabulary scores? What impact will the multimodal vocabulary teaching method have on the students' mastery of vocabulary's pronunciation,form,meaning as well as usage?(2)How does the multimodal vocabulary teaching method affect students' vocabulary interest?(3)After a semester of teaching experiment,what effect does the multimodal vocabulary teaching method have on students' attitudes towards vocabulary learning?In order to answer the above three research questions,a four-month experiment was conducted inthis study from September 2019 to January 2020.In the process of the experiment,the researcher mainly adopts the test method,questionnaire survey method and interview method.After the experiment,the researchers found the following: 1.The vocabulary scores of the participants in the experimental class were significantly higher than those in the control class,that is,the multi-modal vocabulary teaching method applied in practical teaching helped to improve the vocabulary scores of junior middle school students.The average score of each question in the experimental class is higher than that in the experimental class,which demonstrates that students in the experimental class have a more effective grasp of the use of words,sounds,spellings and meanings.2.The results of the interest questionnaire in the experimental class are significantly higher than those in the control class,that is,the multimodal vocabulary teaching method is helpful to improve the learning interest of junior high school students.3.The interview results after the experiment show that junior high school students think that multi-modal vocabulary teaching is helpful to improve interest in vocabulary learning,and thus improve English vocabulary performance.The enlightenment of this study on junior high school English vocabulary teaching is as follows:Teachers should have the concepts of continuous learning,self-renewal,and constant exploration of new teaching concepts and methods;second,teachers should focus on developing students' interest in vocabulary learning;third,teachers should pay close attention to multimodal efficiency of classroom teaching of vocabulary.