An Empirical Study On English Reading Teaching In Senior High School From The Perspective Of Multimodal Theory

The multimodal teaching theory was first proposed by the New London Group in1996.They advocated the application of multimodal in language teaching and believed that the most important thing in language learning was to develop students’ multimodal reading ability.In recent years,with the continuous development of teaching methods,the new curriculum standards of senior high schools requires that English courses in general senior high schools should pay attention to the reform of teaching mode and learning method under the background of modern information technology.The new curriculum standard points out that English teaching should make full use of information technology,promote the deep integration of information technology and course teaching,and expand teaching and learning channels according to the characteristics of English learning under the information environment.The help of multimodal teaching to high school students’ English reading learning is a topic that researchers are interested in.Based on the multimodal teaching theory,the present study aims to examine the effectiveness of applying the multimodal teaching in senior high school English reading teaching,in an attempt to answer the following questions:1.What effects does the application of multimodal teaching in English reading teaching have on senior high school students’ motivation for English learning ?2.What effects does the application of multimodal teaching in English reading teaching have on senior high school students’ English reading ability ?In order to answer the above questions,a 12-week teaching experiment was conducted in Yangqiao Middle School,Anqing City,Anhui Province.110 students from two parallel classes randomly selected from classes in Grade Two at this school were treated as the subjects in the experiment.During the experiment,the traditional English reading teaching method was applied in the control class,while the multi-modal teaching method was applied in the experimental class.During the experiment,relevant data was collected by means of questionnaires and tests,and analyzed by using SPSS 20.0.The main findings are as follows: 1)The application of multimodal teaching can help to improve students’ learning motivation in English reading.Specifically the students’ achievement motivation,social responsibility motivation,learning situation,individual development and inner motivation have been improved.2)The application of multimodal teaching can help to improve students’ reading ability.From the examination results,students’ scores of reading comprehension have been improved,which is reflected in their ability to understand details,to judge the reasons,to distinguish the general idea of the text and the attitude of the author,and to guess the meanings of new words.Based on above the research results,the following enlightenment can be obtained:firstly,under the guidance of the new curriculum standards,teachers and students should break through the traditional single mode of teaching and learning reading,and promote the reform of teaching concept,teaching process,teaching means and teaching evaluation with the help of multi-modal teaching methods,so as to achieve efficient teaching and learning.Secondly,more personalized learning concepts should be integrated into the multi-modal teaching classroom to achieve accurate input,output and feedback of knowledge.