| As an important part of language,vocabulary whose significance could not be ignored has drawn much attention from many scholars at home and abroad.However,the effect of vocabulary teaching in senior high school is far from satisfaction.As for most senior high school students,how to memorize and use words properly is still a big challenge.In recent years,the multimodal narration-based vocabulary teaching,a newly-born teaching method characterized by multimodalities and demonstrations of a certain teaching material in a narrative way,has attracted the attention from academia in language researches.Numerous empirical studies have verified the positive effects of the multimodal and narrative vocabulary teachings on vocabulary itself,but neglected the influence of the multimodal narration-based vocabulary teaching on the breadth and depth of English learners’ vocabulary knowledge.In accordance with the Multimodal Discourse Analysis Theory,Krashen’s Input Theory Hypothesis,and Constructivist Learning Theory,the author conducted an experimental study designed to generate quantitative evidence for the impact of the multimodal narration-based vocabulary teaching on the senior high school students’ English vocabulary knowledge at the rural senior high school.Three research questions are to be addressed in this thesis:(1)Does the multimodal narration-based vocabulary teaching have an impact on the breadth of English vocabulary knowledge of the senior high school students? If yes,what impacts does it have?(2)Does the multimodal narration-based vocabulary teaching have an impact on the depth of English vocabulary knowledge of the senior high school students? If yes,what impacts does it have?(3)What are the effects of the multimodal narration-based vocabulary teaching on the senior high school students’ learning beliefs and interest in English vocabulary acquisition?92 students from the researcher’s two parallel classes are selected as the participants in this study.Class Two,Senior One was assigned as the experimental class,in which the teacher used the multimodal narration-based vocabulary teaching.While Class Three,Senior One was chosen as the control class,in which the teacher used the conventional vocabulary teaching.The whole experiment was conducted from September 14,2020 to December 18,2020,which lasted for three months.The research procedures consist of a pilot study,a pretest of breadth of English vocabulary knowledge,a pretest of depth of English vocabulary knowledge,the multimodal narration-based English vocabulary teaching experiment,a post-test of breadth of English vocabulary knowledge and a post-test depth of vocabulary knowledge,questionnaires and interviews.Except for the interviews,all data collected from the experiment was input into SPSS 26.0 for analysis.The findings of this study are that the multimodal narration-based vocabulary teaching and the conventional vocabulary teaching have different effects on the senior high school students’ English vocabulary acquisition.Compared with the conventional vocabulary teaching,the multimodal narration-based vocabulary teaching has better effects on the breadth of the participants’ English vocabulary knowledge.In terms of the depth of vocabulary knowledge,these two different vocabulary teaching methods have the same effects.However,the impact on vocabulary use and collocation of multimodal narration-based vocabulary teaching is superior to the conventional approach to vocabulary instruction in the senior high school.In a word,the mutilmodal narration-based vocabulary teaching has better effects on senior school students’ vocabulary acquisition. |
