| Under the background of economic globalization,China's economic and cultural exchanges with other countries are increasingly frequent,and English has become a necessary tool for communication among countries.In order to better enter the international arena and strengthen China's international competitiveness,China has begun to pay attention to and vigorously promote the development of English education.Reading is an important way of language acquisition in English teaching and is also a difficult part in English testing.It can be said that students' English reading scores become the key to judging students' English proficiency.However,the traditional English reading teaching mode cannot stimulate students' interest in learning in the classroom.The classroom is boring and monotonous,and there is less communication between teachers and students,resulting in poor reading teaching effect and students' reading comprehension ability not being improved.Therefore,in order to improve the current English reading teaching,improve students' participation in English reading and improve their academic performance to a certain extent,it is very necessary to adopt the multimodal teaching mode in line with the development of the times.The progress of information technology has also greatly changed people's communication and teaching methods.At the end of the 20 th century,western scholars combined linguistic symbols with non-linguistic symbols(e.g.pictures,audio,colors,etc.)and put forward the theory of multimodal discourse by using various senses such as hearing and vision in the process of communication,which was then applied to the teaching field.The research on multimodal in China started later than that in the west,but many domestic experts have explored it and made some achievements.The author changes the traditional reading teaching mode in English teaching,combines the multimodal theory with English reading,and applies the multimodal theory into practice,trying to use this new teaching mode to improve students' classroom participation and reading motivation in English reading and improve their English reading performance.This study lasted for four months.The author took 126 students from two classes in Grade 8 as the research object.Different teaching modes are adopted for the two classes.The eighth grade(22)class is the experimental class and the eighth grade(21)class is the control class.The author adopts the multimodal reading teaching mode forthe experimental class,while the traditional reading teaching mode is still adopted for the control class.In the research,the author adopts two research methods of teaching experiment and questionnaire survey,and focuses on discussing and solving the following three questions:(1)Does the multimodal teaching mode affect the English reading level of junior high school students? What is the impact?(2)Can the application of multimodal teaching mode in junior high school English reading teaching improve students' participation in English class?(3)Does the application of multimodal teaching mode in junior high school English reading teaching affect junior high school English reading motivation? What is the impact? SPSS and Excel software were used to analyze the data.The author of this study finally draws the following conclusions:(1)The application of multimodal teaching mode in junior high school English reading teaching can improve junior high school students' English reading level.(2)Application of multimodal teaching in junior high school English reading teaching can improve students' participation in English class.Among them,the changes in students' reading attitude and interest in learning are more significant.In comparison,the changes in students' learning effect in understanding and memorizing texts are less significant.(3)The application of multimodal teaching mode in junior high school English reading teaching can improve junior high school English reading motivation. |
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