A Study On The Cultivation Of High School Students’ English Writing Ability By Multiliteracies

With the rapid development of science and technology in the 21 st century and the increase in cultural interaction,traditional English writing that emphasizes vocabulary and grammar has gradually shown its drawbacks.The templated and rigid English writing of students is neither adaptable to the development of today’s society nor conducive to the improvement of students’ overall English quality.Therefore,changing students’ English writing methods and improving their English writing skills have become the top priority of English learning.At the same time,in order to adapt to the changes and diversity of the new situation,the New London Group advocates that teachers use language and non-verbal symbol systems to create a truly multi-modal language environment and create a relaxed and pleasant learning atmosphere,mobilizing students’ multiple senses to participate in language learning.activity.Therefore,this article will carry out the classroom design of high school English writing teaching based on Multiliteracies,so as to highlight students’ dominant position and enhance students’ writing ability.This research uses the four-step Multiliteracies teaching model proposed by the New London Group as the basic teaching framework.From clear guidance to real-world practice to critical framing and then to transformational practice,each step is interlocked,through clear guidance and instruction by teachers.Allow students to contact,design and think about information,create a multi-modal learning environment for students,thereby broaden the ways for students to acquire knowledge and information,and internalize the acquired knowledge into high-quality in a pleasant and autonomous output.This thesis will try to solve the following two questions: 1.Can Multiliteracies change students’ writing attitudes and improve students’ writing enthusiasm? 2.Can Multiliteracies improve students’ writing skills? In this regard,the author conducted a three-month teaching experiment in a key senior high school in Harbin.This study took students from two parallel classes in the school as the research object.One of the classes was a control class,which implemented regular English writing classes,and the other class was the experimental class which tries to bring students into a diversified and diversified learning environment through the four teaching steps of Multiliteracies.At the same time,with the analysis and discussion the questionnaire data,interview data and writing score data,the results found that under the influence of multi-modal literacy,students’ writing cognition,writing interest and writing motivation have been significantly improved.And students can internalize knowledge through the process of active design and self-construction.After comparative analysis and the implementation of the multi-modal reading teaching method,the students’ writing performance has been significantly improved,and the students’ writing ability has been improved to a certain extent.At the same time,teachers will also receive a lot of enlightenment and inspiration in this process,so as to better carry out Multiliteracies pedagogy in high school classroom.