A Study Of High School English Writing Teaching Based On Multimodality Teaching Mod

As an important test item in college entrance examination English,high school English writing can not only convey information,but also reflect students' comprehensive language level,so writing plays an irreplaceable role in high school English teaching.However,the problems in the teaching of English writing in high school increase the difficulty of teaching.Based on the analysis of the characteristics and current situation of English writing teaching requirements in high school,this thesis attempts to construct a writing model of multimodality teaching from the perspective of conceptual meaning and interpersonal meaning by combining the signifier,the signified and three discourse meanings in social semiotics.The author tries to verify the following two hypotheses: 1.With the help of multimodality teaching mode,is there a significant difference between the composition scores of the experimental class and the control class? 2.Can multimodal teaching help improve students' composition level?In order to verify the effectiveness of multimodality teaching mode in the English writing teaching of high school,this study adopted the empirical research method to introduce the multimodality teaching mode into the composition class of high school students.The aim was to help students improve their English writing level.This experiment was divided into three stages: before the experiment,during the experiment and after the experiment.Before the experiment,74 students from two parallel classes of high school students in Kashi experimental middle school were taken as the research object,and one class was randomly selected as the experimental class and the other as the control class.The author conducted an English composition level test on the students of the experimental class and the control class,and the test results showed that there was no significant difference in the English writing level between the two classes.They could be selected as the experimental class and the control class.At the same time,the author distributed a questionnaire of composition writing in the experimental class.During the experiment,the author carried out a three-month teaching experiment from the second half of 2017.In the specific experimental process,the control class adopted the traditional composition teaching mode,and the experimental class adopted the multimodality teaching mode.After the experiment,the author conducted a posttest on the English writing level of the two classes,and all the test data were input into the software SPSS17.0 for quantitative analysis.The purpose of this study was to find out whether students' writing scores were improved after the experiment.After that,the author also issued a questionnaire on the composition writing of the experimental class and conducted an interview to verify whether the multimodality teaching mode was helpful in the English composition writing of high school.The empirical results showed that,with the help of multimodality teaching mode,the English writing level of the experimental class was higher than that of the control class,and there were significant differences between the two classes in writing scores.This phenomenon indicated that compared with the traditional teaching method,the multimodality teaching mode was obviously helpful to the English writing of high school students and had incomparable advantages compared with the traditional teaching method.It could provide relevant suggestions or certain references for the composition teaching of high school in the stage of compulsory education.