The Application Of Multimodal Teaching Approach To English Vocabulary Teaching At Rural Junior Middle School

Listening,speaking,reading,writing and translating are five basic abilities that language learners should possess,and vocabulary is the prerequisite for the possession of these five basic abilities.Therefore,in the process of English teaching,teachers should pay attention to English vocabulary teaching and improve English vocabulary teaching methods to cultivate students' English vocabulary learning ability.At present,English teachers who are from rural junior high schools still use the traditional English vocabulary teaching mode to carry on the vocabulary teaching,students learn and master English vocabulary mechanically and repetitively,which would reduce students' vocabulary learning efficiency and attenuates students' interest of English learning.Therefore,it is urgent to explore a highly effective English vocabulary teaching mode that can stimulate students' interest in learning English.In the era of rapid development of information,communication way of people has also undergone great changes.Multimodal discourse analysis theory came into being and it received wide attention from scholars both at home and abroad.Therefore,this study is based on the previous studies and attempts to apply multimodal discourse analysis theory to English vocabulary teaching in order to improve effectiveness of English vocabulary teaching and learning at rural junior high schools.This paper is based on multimodal discourse analysis theory,which combines Hallidy's systemic functional linguistics theory and Krashen's language input hypothesis theory with Edger.dale's cone of experience theory to analyze English teachers how to integrate multimodal symbol resources,such as images,audio,color,gestures,body movements,and use them to meet the requirements of vocabulary teaching in English vocabulary teaching.Then it explores the multimodal English vocabulary teaching mode to stimulate students' interest in learning English vocabulary in order to improve English learning achievements of students and teachers' English teaching effects at rural junior high schools.The thesis makes two parallel classes of the first year in M regiment junior middle school of the fourth division of Xinjiang production and construction corps as research subject.There are 42 students in each class.The experimental class adopts multimodal English vocabulary teaching approach and the control class adopts the traditional English vocabulary teaching approach.Through teaching experiment,pretest and posttest and questionnaires,the researcher comparatively analyzes difference of teaching effect and learning effect of the two classes under the two different English vocabulary teaching mode and uses SPSS17.0 to analyze the experimental data.Finally,the researcher adopts the quantitative and qualitative research methods to test the effect difference of the two vocabulary teaching approach.The study gets the following conclusions:(1)Multimodal teaching approach can improve English vocabulary achievement of rural junior high school students;(2)Rural junior high school students could approve of multimodal teaching approach.The results of this study not only have some implications for English vocabulary teaching at rural junior high schools,but also can be used the reference for English teaching and the cultivation of students' English learning ability at rural junior high school.