A Study Of Multiliteracy Cultivation Of High School Students Under The Perspective Of Multimodal Discourse Analysis Theory

In recent years, with the popularity of multimedia and the intellectualization of learning tools, we witnessed a great progress in English reading teaching in high school. The way of communication and expression becoming diversified and multimodal, a lot of paralanguage, such as sound, image, color etc., has engaged in the construction of meaning. However, we must face some problems accompanied with the progress, such as the excessive learning contents, the ossified interaction between teachers and students as well as the unsatisfied learning results etc. Therefore, the extended research of multiliteracy cultivation is becoming a hot study, which focuses on helping students fully extract and recognize the whole meaning of the multimodal discourse, so students can read the multimodal discourse critically, make correct evaluation, develop the ability of comprehensive language communication and multicultural consciousness..After generalizing the literature of multiliteracy under the perspective of the Multimodal Discourse Analysis, the author concludes that the combination of multiliteracy cultivation and English teaching has becoming popular in recent years. But at present, most subjects of multimodality and multiliteracy research at home and abroad are college students or children, and the study of multiliteracy in high school English reading teaching, especially the empirical researches, is relatively less. Meanwhile, due to the limitation of the study scale, the relatively single method and short period, the results of these studies are affected objectively and subjectively.This paper focuses on the cultivation model of multiliteracy, especially, on the high school English reading teaching. Firstly, it discusses the theoretical framework of multiliteracy. Then it conducts a survey on the multiliteracy knowledge of high school students and analyzes the final data from the dimensions of available design, designing and the redesigned. Then it finds out that most of the students have got the knowledge of multimodality, but they can neither understand the value and potential value of multimodalities as a teaching method completely, nor the designing process of PPT. Meanwhile their multiliteracies cannot keep up with the development of English teaching, which imposes a great impact on the speed and effectiveness of receiving information, and limits the use of multimodalities in English teaching and learning.In addition, the author sets up a multiliteracy cultivation model for high school students on the basis of the questionnaire and the theory of multiliteracy approach. Besides, the author conducts an experiment in a high school in Ganzhou, choosing 102 students in two common classes as subjects. After two-month experiment, the author finds out that the model of multiliteracy cultivation is more effective than the traditional reading instruction in improving students’ reading scores. What’s more, some teaching suggestions for English teachers are supplied in the end of the paper.