An Empirical Study Of Application Of Multimodality In College Integrated English Teaching

With the development of globalization, the importance of English can not beignored. In2007, College English Curriculum Requirements (CECR) was issued by theMinistry of Education. According to CECR, the objective of College English Teachingis to develop students’ ability to use English in an all-round way. The College IntegratedEnglish Course (CIEC), an integral part of College English, is the basic course whichaims to develop students’ comprehensive ability. Therefore, how to improve theteaching efficiency of CIEC has become a hot issue in the present education.Since1990s, the application of multimodality in education has been quicklydeveloped in the West and has attracted a lot of scholars’ attention. Compared with thetraditional teaching model, the multimodal teaching holds that teachers should make thebest use of various semiotic modalities (word, sound, picture, music, video, ect.) andapply them reasonably to the teaching practice to arouse the integration of students’different sensory channels so as to improve their cognitive ability. Besides, multimodalresources can create a vivid language environment and provide rich contexts to helpstudents develop their comprehensive ability.Based on the research of current situation of CIEC and the findings ofmultimodality in pedagogy, this thesis suggests that the multimodal teaching caneffectively improve the teaching effect of CIEC, explores how to apply multimodality toCIEC, and investigates the validity by carrying out the teaching experiment.The results of this research show that multimodal teaching has advantages inoverall English proficiency, especially in reading and speaking. Besides, the studentshold a positive attitude towards multimodal teaching, and it can improve their interestsin English learning. Last, in order to achieve better teaching results, teachers shouldconsider the basic factors and abide by the Maximum Effect Principle.