Multimodal Theory Applied Into English Listening Teaching Of Junior High School

As one of the four basic skills,listening plays a critical role in English communication and learning process,it is the first process of language input.A new wants to master a foreign language truly,he must improve his listening ability as soon as possible,because amount input is the initial condition of efficient output.The New Curriculum Standards of English in 2011 puts forward definite requirements.However,English listening teaching faces lots of problems in currently junior high school.Most of the teachers neglected the importance of listening teaching and also took the outdated traditional mono-modal and boring teaching method.It's urgent to change the present situation.Since the 1990 s,the researchers in western countries have applied the multimodal theory into teaching field,then multimodal teaching appeared and the effect is remarkable.At present,there are many researches about multimodal English teaching in our domestic,but most of them are about college English teaching,while fewer researches are for the junior high school.This paper is based on the above background and dig to find how to apply multimodal theory into junior high school English listening teaching.This paper begins with the fruitful and latest theory at home and abroad,and based on the real classroom teaching to establish the framework and methods of “multimodal English teaching”.This paper focuses on three main questions: what is multimodal teaching,how to apply multimodal theory into junior high school English listening teaching and how about the teaching effect.Firstly,the author analysis two integrated units from the junior high students' English books seriously and makes a specific “multimodal listening” teaching plan.Then do a survey about the students' and the teachers' attitude towards the methods after real listening teaching in class.The questionnaire analysis report finally shows that this method can present teaching contents more visually,ease students' anxiety in the process of listening,stimulate students' interest in listening courses.Eventually it can be able to really improve the students' listening ability and it's helpful to improve their comprehensive ability of language using.