Applying The Multimodal Teaching Model To Senior High School English Reading

Reading,as the main way for students to acquire knowledge,is an important part of language teaching.However,influenced by the traditional teaching model,the teacher usually plays a dominant role in reading class and students’ subjective initiative cannot be fully exerted,which leads to students’ lack of interest in English reading and slow improvement in reading performance.In order to change this situation,scholars begin to explore new teaching models.In recent years,multimodal teaching has attracted scholars’ attention.Some scholars apply multimodal teaching model to English listening,writing,and vocabulary,but there are few studies on reading teaching,and most of the existing studies focus on higher education.Based on the theory of multimodal discourse analysis,this research explores the impacts of multimodal teaching model on senior high school students’ reading performance and reading attitude through a combination of quantitative research and qualitative research,so as to verify the effectiveness of this teaching model.The author takes 106 students from two parallel classes of a senior high school in Weifang as research participants and conducts a four-month teaching experiment.The experimental group adopts the multimodal teaching model,while the control group adopts the traditional teaching model.The author collects experimental data through tests,questionnaires and interviews.After the experiment,the author uses SPSS 22.0 to compare and analyze the test and questionnaire data of the control group and the experimental group,and combines it with the interview results to draw the following conclusions.The results show that there is no significant difference in the reading performance and reading attitude between the two groups before the experiment.After the experiment,compared with the control group,the reading performance and attitude of the students in the experimental group have been significantly improved.This shows that the application of multimodal teaching model can effectively improve students’ reading performance,and has a positive impact on students’ cognitive,affective and behavioral attitude.This study complements the empirical research related to multimodal teaching model and provides a theoretical reference for the application of multimodal teaching model to senior high school English reading.However,there are some limitations in this study,such as the short duration of the experiment and the small scope of the research participants.The following research can lengthen the research time and expand the sample size for further exploration.