An Empirical Study On English Reading Teaching In High School In View Of Multimodal Theory

Reading ability is an important part of language competence, so, to a great extent, it reflects the level of language ability; reading training greatly improves language competence. Hence, promoting the English reading ability of high school students is one of the most important aims of English teaching in high school. Nowadays, with the developments of technology and cultural diversity, a majority of information transfer activities, including reading activity, appear more and more of multimodality, which asks human beings are equipped with higher multiliteracy. However, traditional reading teaching mode, which is of single one, is far from meeting the requirement. That makes it extremely urgent which is exploring a new multimode of reading teaching appropriate for English teaching in high school. Therefore, in order to develop an efficient multimode of reading teaching which greatly conduces to the advance of multiliteracy and the promotion of English reading ability, an empirical study is carried out.Based on theories of multiliteracy, of reading for learning language, of cognitive constructive learning, etc, some relevant research achievements, and the classroom instruction, the author develops a ?multimode of reading teaching? applying to English teaching in high school, and the author applies it to practice afterwards. First, the author designs relevant questionnaires, test papers used before and after the teaching intervention and interview papers. In addition, the author chooses and makes a concrete analysis of several articles of different themes from the High School Students‘ English Books. According to the articles, the author designs the multimode, procedures and processes of English reading teaching; second, questionnaires are issued in the experimental class and tests before the intervention are implemented in both of the experimental and control classes. Third, the new multimode of reading teaching is applied in the experimental class to make a teaching intervention. Forth, the same questionnaires are issued again in the experimental class after the intervention and tests after the intervention are implemented again in both of the experimental and control classes. Finally, data from the experiment are analyzed and summarized.The conclusion of the research embodies that the ?multimode of reading teaching? is superior to the traditional one which is of single mode, and it makes a great contribution to the advances of high school students‘ multiliteracy and reading ability. The research provides an effective theory of new view for English reading teaching in high school, a new mode of reading teaching for high school English teachers at the front line. In this way, reading teaching qualities of English teachers, multiliteracy and English reading ability of high school students will be upgraded.