On The Application Of Multimodal Teaching Mode To English Vocabulary Teaching In Rural Junior Middle School

In junior middle school,having a good mastery of vocabulary is an indispensable condition for students to improve their four basic English skills(listening,speaking,reading and writing).For junior middle school students,having a good command of English vocabulary is a necessity.However,the present situation of vocabulary teaching in rural junior middle school is far from being satisfactory.Most of the students show no interest in English vocabulary learning.What’s worse,some are even fearful of learning English vocabulary and have no confidence in improving their English vocabulary proficiency.They mainly learn vocabulary by rote,so it’s hard for them to remember target vocabulary and apply them appropriately.The reason for this unsatisfactory situation lies in the application of traditional vocabulary teaching method which goes this way: Students read words after the teacher or tape;the teacher explains new words in Chinese;the teacher expounds the words and gives some examples;students are asked to memorize target vocabulary in limited time and have a dictation in the next class.In traditional English class,the teacher is the center,and students just take notes and memorize them after class.Under such a circumstance,it is necessary to explore a new vocabulary teaching method.Since multimodal teaching mode was put forward,it has attracted many scholars’ attention.They have applied it to English vocabulary teaching.However,most research subjects are college students and senior middle school students,and rural junior middle school students are often ignored.Therefore,the author decides to do empirical research on the application of multimodal teaching mode to English vocabulary teaching in rural junior middle school.The thesis aims at testifying whether multimodal teaching mode is effective in changing students’ negative attitudes to vocabulary learning and improving their vocabulary proficiency.By doing the research,the author designs the following three questions:(1)What is the impact of multimodal teaching mode on rural junior middle school students’ vocabulary learning attitudes?(2)What effects does the application of multimodal teaching mode exert on rural junior middle school students’ vocabulary proficiency?(3)How can multimodal teaching mode be applied to English vocabulary teaching in rural junior middle school effectively?The author chooses 120 students from Grade Seven in Magutian Junior Middle School to conduct an experiment by using three questionnaires(including Questionnaire A which is used twice and Questionnaire B),two tests and an interview.Before the experiment,there is no obvious difference between students’ English vocabulary proficiency in experimental class and control class.During the five-month experiment,multimodal teaching mode is applied in experimental class,and traditional teaching method is used in control class.After the experiment,the data are collected and analyzed by SPSS20.0.The results show that multimodal teaching mode has changed students’ negative attitudes to English vocabulary learning and improved their English vocabulary proficiency.According to this teaching experiment,the author also gives some suggestions on how to implement multimodal teaching mode well in the future.There are six chapters in this thesis.In chapter one,a brief introduction of the thesis is expounded,including the background and significance of the research,research questions,research methods and the structure of the thesis.Chapter two provides a comprehensive overview of previous studies on English vocabulary teaching,multimodal teaching mode and the application of multimodal teaching mode to English vocabulary teaching.Chapter three introduces the theoretical basis,related concepts and multimodal vocabulary teaching mode.Chapter four makes an elaborate description of research design,after which data analysis and discussion are demonstrated in chapter five.Finally,the conclusion is drawn in chapter six.