An Application Of The Multimodal Teaching To English Vocabulary Teaching In Junior High School

Vocabulary instruction is one of the pillars of English teaching,and it also forms the core of English instruction.The breadth and depth of a learner’ s vocabulary knowledge reflect their ability to use English vocabulary in a variety of contexts,but vocabulary learning strategies influence these concepts to some degree.Since most students learn vocabulary passively through reading,explanation,and practice,the mechanization of English vocabulary learning is a product of the current vocabulary teaching methods.This study aims to integrate multimodal teaching into junior high school English vocabulary instruction in light of the issues with the current vocabulary teaching methodologies in order to examine the effects of multimodal teaching methods on junior high school students’ English vocabulary learning and English vocabulary learning strategies.This study will conduct an empirical research in a junior high school in Longnan City,Gansu Province,to address the following two research questions:(1)What are the effects of Multimodal Teaching on English Vocabulary Level(breadth and depth)of junior high school students?(2)What are the effects of Multimodal Teaching on Vocabulary Learning Strategies of junior high school students? The four-month duration of this research was from September 2022 to January 2023.Two classes of 100 pupils from a junior high school in Longnan City,Gansu Province,served as the study’ s subjects.Eighth-grade Class 1 was used as the experimental class,while Class 2 served as the control group.The experimental class received multimodal vocabulary education,whereas the control group received traditional vocabulary instruction.The first graders participated in the study on vocabulary development.Prior to the trial,a questionnaire was given out to the class to better understand how vocabulary strategies were being used.A questionnaire was given out following the experiment to evaluate the shifts in vocabulary learning techniques.SPSS25.0 was used to analyze all the data obtained from the test volume and questionnaire.According to the findings of the research,multimodal instruction has a beneficial effect on both the students’ existing levels of vocabulary knowledge and their approaches to acquiring vocabulary.The students in the experimental class improved their vocabulary scores significantly after the experiment.At the same time,multi-modal teaching can significantly promote cognitive strategies and metacognitive strategies in vocabulary learning strategies of students in the experimental class,especially visual repetition and body language strategies,which are used more frequently.Meanwhile,students can timely adjust their learning strategies according to their own learning situation.Based on this research and findings,on the one hand,vocabulary knowledge levels and vocabulary learning techniques benefit from multimodal instruction.On the other hand,when teaching vocabulary,teachers should pick various modes in accordance with the target words,match various modes in a methodical manner,and put multi-modal teaching into reality.