A Study On The Application Of The Multimodal Theory To English Writing Teaching In Junior Middle School

With the further development of the new curriculum reform,the cultivation goal of compulsory education English curriculum standard focuses more on the cultivation of students’ language application ability.How to improve students’ English writing ability has become one of the common concerns of teachers and students.After reviewing relevant literature at home and abroad,the author observes that there are some problems in English writing teaching in junior middle schools in China.For example,with the rapid development of multimedia technology today,teachers do not pay much attention to the transformation of English curriculum mode,students are less interested in writing,and their writing ability needs to be further strengthened.Based on input theory and multimodal discourse analysis theory,this paper takes 41 students from a class of Grade 2 of a middle school in Changsha City,Hunan Province as the research object.The research time spans from September 2020 to November 2020.To study how to apply the multimodal theory to the English writing teaching in junior middle school is discussed in detail.In this process,the research results are summarized by using research tools such as questionnaires,tests and interviews.The following two research questions are to be answered: 1.How to apply the multimodal theory to the teaching of English writing in junior middle school? 2.In what aspects can the multimodal theory promote students’ English writing when it is applied to the teaching of English writing in junior middle school?Based on the two problems above,this paper combines the input theory and the multimodal discourse analysis theory,and adopts the multimodal writing teaching process,that is,the process of real scene introduction,clear guidance,framing structure,evaluation and presentation.It mainly covers the steps of multiple modal introduction to create context,organizing classroom activity scene reproduction,writing strategy of slide presentation,framing the article structure with the help of map,evaluation and feedback of students’ works,multimodal demonstration of students’ model essays and so on.After the study,this paper conducts a comparative analysis of the results before and after the study through questionnaires,interviews and tests.The results show that the application of multimodal theory in junior middle school English writing teaching can improve students’ writing attitude,habit and ability.In terms of writing attitude,the proportion of students who dislike writing in English drops from 51% to 21%.In terms of writing habits,the percentage of students who writes an outline and organize a framework increases by 22 percent and 30 percent,respectively.In terms of writing ability,the average composition of students in the class increases from 7.29 to 8.98.Finally,the paper draws the following conclusions: in junior middle school,the multimodal theory application to English writing can not only contribute to improve the students’ ability of writing,but also improve student’s English subject accomplishment through stimulating student’s visual and auditory aspects.