A Survey Of The Application Of Multimodal In English Reading Teaching In Junior High Schools

Reading teaching is not only an important part of English teaching,but also one of the ways for students to acquire comprehensive language ability.Extensive reading can not only promote students to acquire profound knowledge,but also play an irreplaceable role in language learning.The new curriculum standard puts forward higher and specific standards for students’ reading skills.Traditional English reading teaching in junior high schools has some limitations in many aspects,which leads to the students’ low enthusiasm for reading,lack of reading strategies and urgent need to improve their reading literacy.The English teachers of junior high school in our country tend to be exam-oriented in reading classes,adopt a single teaching method,and ignore the cultivation of students’ interest.Compared with the traditional English reading teaching,the multimodal reading teaching uses pictures,audio,video,facial expressions,body movements,mobilizes students’ various senses to provide students with alternate and rich sensory stimulation and teaching situations,so that students can actively participate in English reading learning.Based on the theoretical framework of systemic functional linguistics,multimodal discourse analysis and dialectical materialism epistemology,this study investigates 200 junior high school students and 8 junior high school English teachers of grade two from two ordinary middle schools in Yutai County of Jining City by using classroom observation,questionnaire survey and interview.Through classroom observation,we can truly reflect the differences in the use of multimodality in reading teaching among teachers of different ages,and the differences in the use of multimodality when the same teacher teaches articles of different styles.Through the questionnaire to understand the application of multimodal reading teaching,the attitude of students and teachers to multimodal reading teaching,the influence of multimodal reading teaching on students’ learning and teachers’ multimodal reading teaching ability.Through the interview,we can further understand the attitude of students and teachers towards multimodal reading teaching,students’ suggestions for teachers to implement multimodal reading teaching,potential problems in implementing multimodal reading teaching and teachers’ professional development needs.Through the investigation and research,it is found that multimodal teaching has been widely used in junior high school English reading teaching,but there are some problems such as teachers’ lack of multimodal teaching theory and professional training,which can not guarantee its scientificity and rationality.Students and teachers have positive attitudes towards multimodal reading teaching,but they have their own concerns and needs.The enlightenment is that schools and education departments need to provide professional training for teachers;promote teachers’ cooperative lesson preparation to ensure the scientificity and rationality of multimodal reading teaching;student-centered teaching,teachers have to accept students’ suggestions;the type of writing is an important basis for multimodal selection;traditional teaching methods can not be blindly denied.It is hoped that this research will be helpful to the development of multimodal reading teaching in junior high schools.