An Experimental Study On The Application Of Multimodal Teaching In Junior High School English Vocabulary Teaching

With the rapid development of multimedia and network technology,nonverbal symbols which are in an auxiliary position in traditional teaching play an increasingly important role in teaching.It has become a general trend to combine multiple symbolic modes in the language classroom to realize the expression of meaning together.Multimodal discourse analysis theory provides a theoretical basis for multimodal teaching and further promotes the development of multimodal teaching.As one of the three main elements of language,vocabulary is the building material of language.The importance of vocabulary learning in language learning is self-evident.This study applies multimodal teaching to junior high school English vocabulary teaching and carries out a teaching experiment to explore the effectiveness of multimodal teaching in junior high school English vocabulary teaching.The research questions are as follows: 1)What is the impact of multimodal teaching on junior high school students’ English receptive vocabulary level? 2)What is the impact of multimodal teaching on the English productive vocabulary level of junior high school students? 3)What impact does multimodal teaching have on junior high school students’ English vocabulary learning attitude?The subjects of this study are 63 students in Class 1 and Class 2 of Grade 2 in a junior high school in Binzhou City,Shandong Province.Class 1 is randomly designated as the experimental class,which is taught through the multimodal teaching mode,and Class 2 is the control class,which is taught through the traditional teaching mode.Tests,questionnaires and interviews are used to collect the experimental data.The experimental research shows that: 1)Multimodal teaching is more conducive to students’ mastery of English receptive vocabulary knowledge and their improvement of English receptive vocabulary level.Among them,multimodal teaching has significant advantages in the dimensions of receptive knowledge of meaning and receptive knowledge of grammatical functions.A variety of symbolic modes form complementary relationships and jointly describe word meaning,which is helpful for students to understand word meaning.The real context provided by multimodal teaching for vocabulary explanation can help students understand the grammatical function of vocabulary better.2)Multimodal teaching is more conducive to students’ mastery of English productive vocabulary knowledge and their improvement of English productive vocabulary level.Among them,multimodal teaching has significant advantages in the dimensions of productive knowledge of grammatical functions and productive knowledge of meaning.Multimodal interaction can effectively improve students’ ability to use vocabulary.Multimodal input and modal transformation can promote the internalization of meaning knowledge and improve students’ meaning output ability.3)Multimodal teaching can change junior high school students’ English vocabulary learning attitude.Multimodal teaching applies diversified teaching methods to mobilize students’ multiple senses to participate in classroom learning and interaction,which helps to stimulate learning motivation,improve learning interest,and improve students’ learning enthusiasm and initiative.Based on the above research conclusions,this paper puts forward the following suggestions for junior high school English teachers’ vocabulary teaching: Change teaching concepts and flexibly select teaching modes according to teaching objectives;Pay attention to the use of context and improve students’ ability to understand and use vocabulary through the creation of context;Design multimodal interactive tasks to mobilize students’ multiple senses to participate in classroom interaction;Pay attention to the cooperation among modes to avoid the cognitive load caused by information redundancy as much as possible.