The Application Of Multimodal Discourse Analysis In Junior High School English Reading Demonstration Class

English reading,as one of the effective ways for people to learn languages,has always attracted much attention.Learners can acquire more language knowledge and information from it and it is also the basis for people to learn and use English.Therefore,in the long-term English teaching,people have always paid much attention to the improvement of students’reading ability.With the development of information technology and interaction in the new era,the meaning of language in teaching is no longer a single expression:instead,it presents a diversified,different levels and multimodal development trend.Hence,the theory of multimodal discourse analysis has been widely concerned by many scholars.The function of discourse analysis of multimodal reading class has a significant role in real English teaching.The choice and use of modality not only make a difference in the quality of classroom teaching,but also has a more profound impact on the development of students’ reading thinking and reading ability.This study analyzes six English reading classes of the 13th Session of National Junior High School English Demonstration Class under the guidance of systematic functional linguistics,multimodal discourse analysis and multimodal teaching theory.The research instrument is the video annotation software ELAN.This thesis focuses on the application of multimodality in junior high school English classroom teaching.It mainly studies the following three questions:(1)What is the distribution of modalities at different teaching stages in junior high school English reading demonstration class?(2)What are the features in the use of modalities in junior high school English reading demonstration class by male and female teachers?(3)To what degree are the principles of multimodal selection proposed by Professor Zhang(2010)embodied in the junior high school English reading demonstration class?The results of the study are as follows.(1)Overall,the junior high school English reading teaching demonstration class mainly includes eight teaching stages,namely,CB-IT-IC-TA-SA-CS-HA-FC.The distribution of modal resources is varied in different teaching stages.Furthermore,the percentage of modal resources is also different in the same teaching stage.In general,at the CB stage and the end of teaching(CB,CS,HS and FC),there are relatively few symbol resources.In the main part of classroom teaching(IT,IC,TA and SA),the application of modalities is very rich.In view of the frequency of modal application,the percentage of use of behavioral modalities is the highest,followed by auditory modalities.Visual modality is the least frequently used teaching modality,especially at the beginning and end of teaching.(2)In the demonstration class of English reading teaching,teachers who have different genders will apply various teaching modes.For male teachers,they usually use videos,pure language,music and body movements more than female teachers in reading teachings.For female teachers,they are more likely to apply images and facial expressions than male teachers in reading teachings.(3)Teachers’ reading lessons reflect the three principles of multimodal selection.For example,teachers consider whether the selected mode can be integrated with the corresponding teaching link in classroom design,which reflects the effective principle of mode selection.From the principle of adaptation,teachers should consider modalities mutual cooperation to obtain the best match.The principles of economics are embodied in the fact that teachers and students can achieve the best teaching results without too much effort.Therefore,the author further analyzed the validity and rationality of the modal selection principles proposed by Professor Zhang.