| Along with the development of information technology, information transmission ways gradually change from mainly text-based to combination of visual, auditory or other ways of expression. Not only text but also color, image, sound, layout can also make meanings. Therefore, the language-centered traditional literacy can no longer serve the needs of the society. More attentions have been paid to multiliteracies.more. New London group’s multiliteracies pedagogy has triggered teaching reform and many studies nationally and internationally.This thesis collates theories of New London Group’s multimodal classroom design elements and multiliteracies pedagogy, thus providing theoretical base for the study. On this point, this paper has some theoretical significance.This thesis adopts quantitative analysis and qualitative analysis in order to investigate secondary vocational school students’ current multiliteracies ability and to analyze a sample class in the subject school. First secondary vocational school students’ current multiliteracies ability is investigated through a questionnaire. The research results imply that secondary vocational school students have limited multiliteracies ability which needs to be improved. Based on current situation of students’multiliteracies ability, a sample class is analyzed from two aspects which are the multimodal classroom design elements and multiliteracies pedagogy practice. Then the superiority of the multimodal English class is verified through class observation and interview. What’s more, the optimizing principle of choosing modes and problems arising in the multimodal teaching are also discussed. Finally, suggestions are proposed with the purpose of optimizing teaching procedures in secondary vocational English class and it is also suggested that secondary vocational English teaching reform should begin from the aspects of teachers’role, teaching means and assessment means. Therefore, this study has some practical significance. |
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