A Case Study Of Cultivating Senior High School Students’ Multiliteracies In Multi-modal Context

Multiliteracies refer to the language comprehension and literacy acquired by learners through language,symbols,visual images,and other media based on the original language knowledge and the use of information technology.At present,how to cultivate multiliteracies in the field of multi-modal discourse analysis has become a hot research topic in language education at home and abroad.However,most of the relevant researches are focused on college students,while the research on the cultivation of multiliteracies in senior high school students is still not extensive and in-depth.This study attempts to explore how to develop senior high school students’ multiliteracies in a multi-modal teaching context.On the basis of previous research,this study is mainly based on multi-modal discourse analysis and the design of learning theory.This study takes two classes in the Grade one students’ of senior high school in Zhuzhou as the research object,and carries out an investigation on the status of multiliteracies of the students and a teaching experiment research on multiliteracies cultivation,combining quantitative research and qualitative research,using a questionnaire,interview,and teaching experiment.The purpose of this research is to explore the following questions:（1）What is the current situation of multiliteracies cultivation for senior high school students?（2）How to cultivate the multiliteracies of senior high school students in the multi-modal teaching context?First of all,this study conducted a questionnaire and an interview on senior high school students’ multiliteracies from two dimensions: multi-modal meaning interpretation ability and multi-modal meaning construction ability.The design of the questionnaire is mainly based on the content of multiliteracies and the evaluation framework of foreign language multiliteracies.Through the analysis of the questionnaire and interview data,it is found that most of the students have a certain sense of multiliteracies,but their ability to interpret and construct multi-modal meaning needs to be improved,especially their ability to construct multi-modal meaning.So students’ multiliteracies need to be further improved.Secondly,taking English writing teaching in Grade One senior high school as an example,this study designed a teaching case and conducted a four-month teaching experiment and research.The teaching experiment is based on the pedagogy of multiliteracies proposed by the New London Group,which consists of four steps: institute practice,overt guide,critical frame and transform practice.Before the experiment,a writing test and a questionnaire survey were conducted for the students,and then the pedagogy of multiliteracies was tried for the senior high school English writing teaching to further cultivate the students’ multiliteracies.After the experiment,a questionnaire,writing test and students’ PPT analysis were conducted.Based on the analysis and discussion of experimental data,this study found that writing teaching for the cultivation of multiliteracies in a multi-modal teaching context can effectively improve students’ writing scores and multiliteracies.The results show that the multiliteracies of senior high school students need to be improved,and the application of the pedagogy of multiliteracies can improve students’ writing performance and multiliteracies.In addition,according to the theoretical discussion and teaching practice,the author puts forward three suggestions on how to cultivate the multiliteracies of senior high school students in the multi-modal teaching context.These three suggestions are mainly developed from the perspectives of multi-modal meaning comprehension and construction ability.First of all,teachers should fully explore the printed style,pictures,charts and other modal resources in written discourse.Secondly,according to the teaching contents,teachers should appropriately call language,body,visual,auditory,and environmental modes to carry out multi-modal composite teaching.Finally,we should pay attention to the reform of classroom teaching methods and design activities in and out of class for multi-modal meaning generation.