Research On The Application Of Multimodal Teaching In Junior Middle School English Reading Teachin

Reading is an important way of language acquisition and it’s the key point and difficulty in English learning.It’s also an important indicator to evaluate students’ English learning level.The status of reading in English is self-evident.However,in our country’s current English reading class,teachers and textbooks are still the main focus.This kind of “cramming”class method of “Yi Yantang” makes it difficult for junior high school students to be interested in learning,let alone truly participate in the classroom.As a result,the reading effect of the students is affected,so it becomes more and more important to choose a new teaching mode.Multi-modal discourse analysis theory emphasizes that language is no longer the only way of communication,and can also use non-linguistic methods such as images,sounds,and videos to mobilize visual,auditory and other senses to cooperate.Chinese and Western researchers have applied multi-modal theory to the field of teaching and achieved some achievements.Therefore,it has become an inevitable trend to use multi-modal teaching to improve the current situation of the existing reading classroom and to give full play to the subjective initiative of students.This research is based on the input hypothesis theory and constructivism theory,combined with the relevant research results of the application of multi-modal teaching mode to English reading teaching,using questionnaires,experimental research and interviews to explore the following questions:(1)How does the multi-modal teaching approach affect the motivation of junior high school students’ English reading?(2)What is the impact of multi-modal teaching on junior high school students’ English reading scores?The researcher conducted a teaching experiment in a middle school in Rizhao City where she taught.The research objects were eighth-grade students in the school,with a total of 110 students in the fifth and sixth classes.The research time was 16 weeks.During the experiment,the control class was taught according to the conventional teaching method,while the students in the experimental class accepted the teaching method of multi-mode teaching.After collecting data through research tools such as questionnaires,reading test papers and interviews,and using SPSS23.0 software to organize and analyze the obtained data,the author found that:(1)Multi-modal reading teaching can improve the English reading motivation of junior high school students.(2)Multi-modal reading teaching can improve the English reading performance of junior high school students.The results of this study show that multi-modal teaching has a certain guiding effect on the teaching of English reading in junior high schools,which helps to change teachers’ traditional teaching concepts and improve corresponding teaching and scientific research skills.However,there are still shortcomings such as short teaching time and relatively single research objects,which need to be further studied in the future.