Research On Multi-modal Pre-school English Study Based On Teaching Practice

Many linguists,such as Gu Yueguo(2007),Zhang Delu(2009),Zhang Delu & Li Yuxiang(2012),applied multimodal discourse analysis to teaching,and made great achievements.Multi-modal English teaching combines multimedia,sound,text,animation and various senses of classroom interaction,such as olfaction,auditory sense,tactile sense and gustation.It fully caters to students' psychological and learning characteristics,attracts students' interest in classroom learning and improves their learning effectiveness.Pre-school English education in contemporary society should integrate children's psychological and learning characteristics,and explore a more suitable teaching method combining with multi-modality.At present,multimodal discourse analysis is still in its infancy in China.There is a lack of research results on multimodal pre-school English education in China.Taking the Ikid children's English teaching practice of one of the Learning Centers as an example,under the guidance of Second Language Acquisition theory and Multimodal Discourse Analysis theory,the thesis chooses eight children newly enrolled in the center as the research object,and selects two groups of words with equivalent difficulty.One group of words are used as the teaching material of a single modal vocabulary cognition group,the other group,as the teaching material of the multi-modal vocabulary cognition group.The research makes full use of the IMTS(Interactive Multimedia Teaching System)under the guidance of the multi-modal teaching principles,to optimize the collocation of various modalities and to implement the multi-modal and single-modal comparative tests,questionnaires and the interview.It aims to explore the effect of children's vocabulary acquisition and retention,parents and students' attitudes towards multi-modal teaching,and the strategies of multi-modal teaching in children's English classroom.Through statistical and descriptive analysis on collected data,the thesis draws the conclusion of this study: 1)Compared with single-modal teaching,multi-modal teachinghas prominent advantages in stimulating students' interest,improving and consolidating vocabulary output,attracting students' attention,deepening their impression on vocabulary and reducing their memory burden.Multi-modal teaching method can adapt to children's language cognitive characteristics,and achieve the goal of “learning while playing”;2)The use of modality is not the more the better.We should choose appropriate modality according to different learning objectives and learning contents,and cooperate with the language input and output.The combination of single-modal teaching and multi-modal teaching can achieve the best result.