| English vocabulary plays a significant role in foreign language learning and it is recognized as essential to empower students to promote their expressing ability.However,based on the previous studies,the effect of college English vocabulary instruction leaves much to be desired.Some students may become weary of English vocabulary instruction because of the traditional way of vocabulary instruction.To solve the problem,multimodal vocabulary teaching has been increasingly highlighted.In the context of a university in Shenyang,the thesis reports on the results of an empirical study based on the integration and transformation of different multimodalities.It is meant to answer two research questions concerning the effect of multimodality-based vocabulary instruction on the subjects’ English vocabulary and on their attitudes towards multimodal vocabulary teaching.In conducting the experimental study,two groups of first year students,altogether 60 subjects are involved.An experiment is employed with tests,questionnaire,semi-structured interview as the instrument of data collection.From the perspective of social semiotics and multimodal discourse analysis,the thesis analyzes the collected data with the help of SPSS(17.0)statistic software.The findings show that multimodal vocabulary teaching approach has more effective intervention in student learning than the traditional vocabulary teaching approach and has significant influence on improving students’ vocabulary acquisition.For example,the effects of multimodal vocabulary teaching approach on students’ vocabulary acquisition are notably better than that of traditional vocabulary teaching approach.Multimodal teaching approach could lighten the burden of memorizing vocabulary,increase students’ study interest,and is conducive to improving their attention and exam results.Therefore,the attempt of certain referential value to explore and develop English teaching approaches and models at college is served as the basic premise of the study.The empirical study also provides some new insights into the application of multimodality in college English vocabulary instruction. |
